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Assessment Plans

Assessment Plans

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Assessment Plans

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  1. Assessment Plans YSU Office of Assessment October 9 & 10, 2012

  2. Goals of Workshop • Current assessment context • Assessment plan evaluation process • Overview of new Higher Learning Commission Criteria • Review key items on the assessment plan template • Walk through new online reporting form

  3. Assessment Context

  4. Assessment Context Accreditation Context • Last year participating in the Higher Learning Commission’s (HLC) Academy for the Assessment of Student Learning • New HLC Criteria effective January 1, 2013 Quality of Assessment Processes • Strengths • Excellent participation 2011-12 -- LO review (100%), curriculum maps (95%) • Quality/participation in reporting process improving over time – but 100% needed • Challenges • Continuous collection of data (no years off!) • Stepping back for the big picture—what is the impact on learning?

  5. Academic Plan and Report Quality

  6. Assessment Process • Review Process • Focused rubric – emphasis on assessment priorities • Team of 2 reviewers: • Assessment Council Member • Assessment volunteer – good service opportunity • Final review by Director • Feedback via email and/or meeting • Strengths of plan or report • Suggestions for next year • Revisions, if needed • Quality levels • Exemplary, proficient – high quality • Progressing – developing expertise • Inadequate – request revision

  7. Assessment Process, cont. Assessment Reporting Priorities • Focus on use of data • Reflect on changes and impact on learning • Continuous data collection (i.e. every year!) • Streamline reporting – focus on process vitality, not form What’s New This Year • Online reporting • Fewer questions • Focused rubrics on priority areas Future Goals • Longer reporting cycle • Possible integration with program review

  8. Keeping a Student Learning Archive • Accreditation Archives • Departments need to keep a student learning archive for 10 years • Plan and report submissions kept in OOA for 10 years • Archive Examples • Summaries of data on student learning • Representative student work examples at different performance levels • Student work evaluation criteria, e.g., rubrics • Assessment plans and reports • Newsletters • Website screenshots • Meeting minutes on assessment

  9. HLC New Criteria for Accreditation • New Criteria at: www.higherlearningcommission.org • Guiding Values, includes: 1. Focus on student learning 4. Culture of continuous improvement 5. Evidence-based institutional learning and self-presentation 9. Mission-centered evaluation • The Five Criteria • Mission • Integrity: Ethical and Responsible Conduct • Teaching and Learning: Quality, Resources, and Support • Teaching and Learning: Evaluation and Improvement • Resources, Planning, and Institutional Effectiveness

  10. New HLC Criteria Relevant to Practice 4.B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. 1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. 3. The institution uses the information gained from assessment to improve student learning. 4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.

  11. New HLC Criteria Relevant to Practice, cont. 3A2: The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs. 3A3:The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality). 5C2:The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting

  12. Upcoming Assessment Workshops Developing an Assessment Plan Wednesday, October 10th, 1-2 pm Completing the Assessment Report Tuesday, October 9th, 1-2 pm Wednesday, October 10th, 10-11 am Note: workshops/forms overlap

  13. Assessment Plans vs. Reports Assessment Plans Assessment Reports • Plans and methods to cover all SLOs in 3-4 year cycle • Criteria for at least the 1st year • Plans for sharing results with major stakeholders • Data from previous year • Two methods and data summary for two SLOs • Analysis of student learning for strengths and challenges • Action steps based on data • Sharing of data and results • Both Plans and Reports: • Engagement of faculty • Impact on learning from previous action steps

  14. Completing the Assessment Plan Form Everything to know but didn’t want to ask

  15. Assessment Templates Section 1: Identifying and Contact Information Section 2: Outside Accreditation Section 3: Assessment and Evaluation of Student Learning Outcomes Section 4: Use of Data

  16. Sections 1 &2: Identifying/Accreditation Information

  17. Sections 1 &2: Identifying/Accreditation Information • Save time and fill out only online! • Note the difference between degree, program, and track:

  18. Section 3: Assessment and Evaluation of Student Learning Outcomes

  19. Section 3: Learning Outcomes • List all the student learning outcomes (aka SLOs) your department has determined for this program Reminder: If you are developing or revising SLOs, they should be short, measurable, and focused on one skill or knowledge set Example:

  20. Tips on Writing Learning Outcomes

  21. Section 3: SLO Cycle • What is the timeline for assessing all the student learning outcomes over a multi-year cycle? • Typically a 3-4 year cycle • If you have a great number of SLOs (e.g., 10+): • If because of accrediting bodies, we can work with you to find best cycle length • We can work with your department to reduce number through consultation • If you have an odd number of SLOs, the last year may have only one SLO

  22. Section 3: When SLOs Overlap B.A. in Physics B.S. in Physics • Students will learn to model physical systems and interpret experimental and theoretical results. • Students will learn how to measure the physical properties of systems using a variety of test equipment and defend the results of their measurements using the associated accuracy and precision of these measurements. • Students will learn to apply the concepts of Classical Physics, Modern Physics, Thermodynamics, and Electrostatics to solve problems and predict numerical results. • Students will learn to model physical systems and interpret experimental and theoretical results. • Students will learn how to measure the physical properties of systems using a variety of test equipment and defend the results of their measurements using the associated accuracy and precision of these measurements. • Students will learn to apply the concepts of Classical Physics, Modern Physics, Thermodynamics, and Electrostatics to solve problems and predict numerical results. • In addition to the learning outcomes for the B.A. Program in Physics, students of the B.S. program in Physics will further learn to apply the concepts of Electrodynamics and Quantum Mechanics to solve problems and predict numerical results.

  23. Section 3: Sample SLO Cycle

  24. Section 3: Assessment methods • What methods will you use to assess student performance? Describe two methods for each student learning outcome. • Methods should include: • where it will be administered (e.g., capstone) • Performance criteria (Y1) or plan for development (Y2 and on) • Same method can span multiple SLOs (e.g., don’t need 10 methods for 5 SLOs) • Map methods to timeline: • Example: LO 1 (writing, Y1): capstone project assessed with rubric (attachment A); research methods final paper assessed with rubric (attachment B) • Must use one direct measure per SLO

  25. Assessment Method Definitions *For an example of rubrics, see the AAC&U’s VALUE Rubric Project: http://www.aacu.org/value/rubrics

  26. Section 4- Use of Data

  27. Section 4: Sharing Results 4. How will you share the results of the data discussed in section three with your students, your college, and other stakeholders? • Include both internal and external stakeholders • Examples: • Students’ review of aggregate data • College wide assessment committees • Discuss in advisory group meeting • Share with foundational subject departments (e.g., Engineering Dept. shares findings with Mathematics Dept.)

  28. Section 4: SLOs and Curricular Maps 5. How did the assessment activities in 2011-12 (i.e., reviewing learning outcomes and completing curriculum maps) impact your program? • No correct answer; just experience of departments • Questions to consider: • Did you streamline learning outcomes? • Did they foster faculty discussion? • Were gaps in learning or assessment practices uncovered? • Did you find more efficient ways to collect data?

  29. Section 4: Impact on Learning 6. In the past several years (e.g., 2008-11), you have analyzed data and identified action steps for learning outcomes. Considering action steps from previous years, what has been an impact on student learning as a result of (one of) those action steps? • Refer to past assessment reports (2008-11) • Focus on how action step impacted student learning • Do not need specific supporting data, just professional judgment at this stage

  30. Section 4: Engaging Faculty 7. How is your department working to engage all faculty in the assessment process? • All department faculty should be meeting at least once per year to discuss assessment results and decide on action steps • Collective responsibility • Not just one person’s job

  31. Section 4 Questions 8. Optional: Is there anything else you would like to share and is there any particular area that you want feedback on that would assist you? • Is there more to “the story” than reflected in the plan? • Something the Office of Assessment or Assessment Council can assist you with? • Examples: • Involving students in review of data • Increasing faculty participation

  32. web.ysu.edu/assessment/templates

  33. web.ysu.edu/assessment/templates Template Submission link

  34. New Online Reporting Form Online Assessment Plan Submission Form: http://www.jotformpro.com/ysuassessment/2012acadplan Note: if you have new or revised undergraduate learning outcomes, they should also be sent to Jean Engle at jsengle@ysu.edu.

  35. Thank you for your participation! To view Assessment plan or Report forms and scoring rubrics, as well as this presentation, visit: http://web.ysu.edu/assessment/templates Contact Info: Hillary fuhrman, x2453 hlfuhrman@ysu.edu Office of assessment, x2014 ysuassessment@ysu.edu