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We’ve Got Our Assessment Results – Now What?!

We’ve Got Our Assessment Results – Now What?!. AAC&U 2013 Institute on Integrative Learning and the Departments Track 3, Concurrent Session IV Jo Beld , St. Olaf College. Session agenda. Why using assessment data is important Why using assessment data is hard Using what you’ve already got

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We’ve Got Our Assessment Results – Now What?!

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  1. We’ve Got Our Assessment Results –Now What?! AAC&U 2013 Institute on Integrative Learning and the Departments Track 3, Concurrent Session IV Jo Beld, St. Olaf College

  2. Session agenda • Why using assessment data is important • Why using assessment data is hard • Using what you’ve already got • Designing for use in the future • Building a culture of assessment use

  3. Why use is important Assessment use is: • Required by accreditors (all of them!) • Engaging for faculty • Engaging for students • A means of stewardship • A means of improvement

  4. Why use is hard • Institutions are not “rational actors” • Your colleagues are busy • Your colleagues are smart • Data feels distant • Data has a short shelf-life • Use requires collaboration

  5. Why use is hard • Which obstacle to using assessment is especially salient for your institution? Are there other obstacles we haven’t mentioned?

  6. Using what you’ve already got • Take stock (pp. 1-2) • Triangulate (p. 3) Essential Learning Outcomes Assessment

  7. Using what you’ve already got • Target your audience • Tell a story(pp. 4-5)

  8. Using what you’ve already got • Talk to each other!

  9. Designing for use in the future Backward design in assessment • Anticipate uses • Ask for use • Affirm continuities • Allow time

  10. Designing for use: Anticipate

  11. Designing for use: Anticipate Intended uses by GE instructors (pp. 6-7): • Promoting reflection • Enhancing alignment • Revising content/pedagogy • Improving other courses • Supporting tenure/promotion

  12. Designing for use: Anticipate • Determining whether curriculum needs revising • Guiding faculty development • Informing department GE course offerings • Enhancing advising • Informing Dean’s Council decisions • Supporting grant applications Intended uses by departments, offices, and committees (p. 7)

  13. Designing for use: Ask Assessment Action Reports(p. 8) • What uses have you made in the past? • What potential uses guided your current assessment project? • What use will you make of your current results? • What help or support do you need for this use?

  14. Designing for use: Affirm Use = Sustain as well as change (p. 8)

  15. Designing for use:Allow time • Multi-year assessment schedule (p. 9) • One program type per year • One outcome per program • One year to reflect and act instead of gather

  16. Using what you’ve got/will get Pick an issue or initiative at your institution that would benefit from some evidence-based discussion. • Which of these strategies would you like to try? • Are there other strategies that have worked for you? • Are there new ones you’d like to suggest? • Take stock • Triangulate • Target an audience • Tell a story • Talk together * * * * * * * * * * * * • Anticipate uses • Ask for use • Affirm continuities • Allow time

  17. Building a culture of use Cite assessment findings yourself (p. 13 [10]) Link resource allocation to assessment engagement and use Ask others to cite findings Make assessment part of a larger project people are invested in (p. 11-12)

  18. We’ve Got Our Assessment Results –Now What?! Share your “a-ha” moments!

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