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Assessment Strategies, Assessment networks

Assessment Strategies, Assessment networks. Connecting across campus . Introductions. Office of Academic Assessment 101 Hillcrest Hall (0157) Ray Van Dyke, 231-6003, rvandyke@vt.edu Steve Culver, 231-4581, sculver@vt.edu Kate Drezek, 231-7534, kmdrezek@vt.edu

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Assessment Strategies, Assessment networks

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  1. Assessment Strategies, Assessment networks Connecting across campus

  2. Introductions • Office of Academic Assessment 101 Hillcrest Hall (0157) • Ray Van Dyke, 231-6003, rvandyke@vt.edu • Steve Culver, 231-4581, sculver@vt.edu • Kate Drezek, 231-7534, kmdrezek@vt.edu • Others here today

  3. Today’s agenda • Review of Assessment 3-2-1 Questionnaire • Assessment Case Study • “Rules of Assessment” • Identification of Assessment resources

  4. Overview: What is Assessment of Learning Outcomes? • “Assessment of student learning is the systematic gathering of information about student learning, using the time, resources, and expertise available, in order to improve the learning.” – Walvoord • A student learning outcome states a specific skill/ability, knowledge, or belief/attitudestudents are expected to achieve through a course, program, or college experience. • Example: Upon completion of a B.A. degree in English, a student will be able to read critically and compose an effective analysis of a literary text.

  5. What is The Process for Assessing Student Learning Outcomes?

  6. Big Question: • How do we turn this… Into a concrete plan?

  7. Assessment 3-2-1 • #1 Assessment area of interest: • Developing effective measures for student learning outcomes in regard to critical thinking and reasoning • Identifying and promoting best practices • Developing an assessment plan. • Organizing a long term assessment goal for our dept

  8. Assessment 3-2-1 • #2 Assessment area of interest: • Developing effective measures for student learning outcomes in regard to written and oral communication skills. • Documenting assessment • Developing learning & programmatic outcomes • publishing in this area

  9. Assessment 3-2-1 • #3 Assessment area of interest: • Developing effective measures for student learning outcomes in regard to lifelong learning and professional development. • Using assessment results for continuous improvement • Creating methods to effectively measure student learning outcomes.

  10. Assessment 3-2-1 • #1 Assessment Challenge/Fear/Concern: • Time required to do an effective job given an already full workload. • Implementing assessment practices that are easy to put into practice, not too time-consuming, and provide useful results • Getting departmental 'buy in' for ongoing assessment. • TIME TIME TIME - where do we find the time to fit this in?.

  11. Assessment 3-2-1 • #2 Assessment Challenge/Fear/Concern: • Having assessment viewed by administrators as an appropriate scholarly activity that (if done well) merits reward and recognition. • Documenting assessment adequately • Figuring out how to begin assessment planning, while also under pressure to begin assessing immediately. • Leading our asessment team - leading the team to make decisions, rather than discussing discussing discussing. Leading diverse opinions to come to some kind of consensus

  12. Assessment 3-2-1 • #1Assessment take away: • How to develop effective rubrics to measure the learning outcomes noted above. • Creative methods to measure learning outcomes. • think I would like to be able to develop a time line plan. Not only a plan for what needs to be done each year, but a plan for throughout the year on how to accomplish what needs to be done each year.

  13. Case Study – Gen Ed Assessment at Virginia Tech • Use case study of our assessment history related to core curriculum to discuss strategies, networking options • Case study: 3 phases • Early History (1998-2001) • In Transition (2002-2006) • Assessment & Evaluation of VT’s Curriculum for Liberal Education(2006-2009)

  14. PHASE 1 Early History (1998-2001)

  15. Phase 1 • Read the case study, consider the supporting materials • First things first: General Impressions strengths/weaknesses? • Second – A closer Look: Score Sheet • Third – Missing Information???

  16. Phase 1

  17. Phase 1

  18. PHASE 2 In Transition (2002-2006)

  19. Phase 2 • Read the case study, consider the supporting materials • First things first: General Impressions strengths/weaknesses? • Second – A closer Look: Score Sheet • Third– Missing Information???

  20. Phase 2

  21. Phase 2

  22. PHASE 3 Assessment & Evaluation of VT’s Curriculum for Liberal Education (2006-2009)

  23. Phase 3 • Read the case study, consider the supporting materials • First things first: General Impressions strengths/weaknesses? • Second – A closer Look: Score Sheet • Third – Missing Information???

  24. Phase 3

  25. Phase 3

  26. Synthesis – Lessons Learned, Strategies • What can we distill from this case study????

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