Writing an Effective Assessment Plan

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Writing an Effective Assessment Plan

• Workshop sponsored by the
• Howard University Outcomes Assessment and
  Institutional Effectiveness Advisory Committee
• January, 2003

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Objectives of the Workshop

• To provide participants with the basic knowledge
  necessary to develop a unit-wide assessment plan.
• To provide an opportunity for participants to get
  hands-on experience in writing the components of
  an assessment plan.
• To share experiences and lessons learned from
  units that have developed a unit-wide assessment
  plan.

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Components of an Assessment Plan

• Assessment Procedures Methods
• Feedback Channel
• Evaluation of Assessment Results
• Use of Findings
• Assessment Timelines

• Mission
• Goals
• Objectives
• Performance Indicators
• Performance Activities

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Mission of the Unit

• What is the units reason for being?
• Clear and concise statement
• Aligned with the mission statement of Howard
  University

5
Goals of the Unit

• What is to be achieved?
• Should be short- and long- term
• Desired broad outcome(s)
• Aligned with the units mission statement

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Objectives of the Unit

• Under what circumstances will you know the goal
  has been achieved?
• Specify objective(s) for each broad goal.

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Objectives

• Statements of specific measurable outcomes that
  the unit can realistically expect to attain in a
  given period of time.

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Useful Objectives are SMART

• Specific
• Measurable
• Attainable
• Realistic
• Time-framed

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Performance Indicators or Criteria

• What will students/customers be able to do, be,
  possess, or perceive when the goal is
  accomplished?
• Develop performance indicators or criteria for
  each objective.

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Performance Activities

• What will be done to achieve the goals and
  objectives?
• Experiences, activities, or practices that will
  be used to achieve the objective.

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Assessment Procedures Methods

• What appropriate data collection methods,
  procedures or tools will be used for each
  objective?
• Use multiple methods of assessment

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Assessment Procedures Methods

• Quantitative Assessments
• Surveys and Questionnaires
• Certification/Licensure Exams
• Locally developed exams
• Performance appraisals
• Archival Records
• Job Placement Data

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Assessment Procedures Methods

• Qualitative Assessments
• Interviews
• Focus groups
• Observations
• Portfolios

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Feedback Channel

• Who will receive the assessment results?
• Those who will make decisions.
• Those about whom decisions are made.

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Evaluation of Assessment Results

• Have the performance criteria been met?
• Have the objectives been achieved?

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Evaluation of Assessment Results

• The process of ascribing meaning and value to
  assessment results.

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Use of Findings

• How will the assessment results be used to
  improve or enhance the units efficiency and
  effectiveness?
• Most important part of the assessment plan!!

18
Assessment Timelines

• When will the assessment(s) take place?
• From whom will the information be collected?
• Who will be responsible for conducting the
  assessment(s)?

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Mission What is the units reason for being?

• University Mission
• The mission of Mecca University is to educate
  students in high standards of scholarship, across
  a comprehensive range of disciplines and to
  prepare them for responsible lives of learning,
  service, and leadership.
• Department Mission
• The Department of English aims to develop in
  students the ability to become skilled
  communicators through the study of language and
  literature.

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Goal A Single ExampleWhat is to be
achieved?

• Students will develop the ability to become
  effective public speakers.

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Broad ObjectiveUnder what circumstances will
you know the goal has been achieved?

• Students will demonstrate the
• ability to give an effective
• oral presentation.

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SMART ObjectivesSpecific, Measurable,
Attainable, Realistic, Time-framed

• 1. At least eighty percent (80) of students will
  
• receive an average score of 3 of 5 (adequate)
  or
• above on their final oral presentation in Senior
• Seminar.
• 2. At least seventy-five percent (75) of alumni
• surveyed will report that their education within
  the
• department contributed to their personal growth
  in
• speaking effectively.

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Performance Indicators/CriteriaWhat will
students/customers be able to do, be, possess, or
perceive when the goal is accomplished?

• Speak in such a manner that your words and
  thoughts flow smoothly. ( Fluent Delivery)
• Emphasize words and phrases in a way that makes
  it easy for listeners to grasp the ideas being
  expressed. (Proper Sense Stress)
• Vary the volume, pace, and pitch of the voice,
  appropriately. (Effective Modulation)

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Performance ActivitiesWhat will be done to
achieve the goals and objectives?

• Delivery of a rich and challenging program of
  study including
• Varied in-class and out-of-class experiences
  to facilitate the development of oral
  communication skills
• Recruitment and retention of a cadre of highly
  skilled faculty noted for teaching excellence and
  scholarly achievement.

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Assessment Procedures MethodsWhat appropriate
data collection methods, procedures or tools will
be used for each objective?

• Use multiple methods of assessment
• Capstone experience
• Alumni surveys
• Exit interview of graduates
• Focus groups of students
• Graduate follow-up studies

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Feedback ChannelWho will receive the
assessment results?

• Students and Alumni
• Faculty
• Department Chair
• Dean of the College
• Office of the Provost

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Evaluation of Assessment Results

• Have the objectives been achieved?
• Assessment Results Only 65 of students
  received an average score of 3 or above on the
  Senior Seminar oral presentation.
• Objective 1 was not achieved.

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Use of FindingsHow will the assessment
results be used to improve or enhance the units
efficiency and effectiveness?

• Faculty met to review the program of study.
• It was decided that more attention will be
  devoted to oral communication throughout the
  curriculum.
• As a result, increased emphasis was placed on
  oral presentations in course syllabi and in class
  activities.

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Assessment Timelines

• When will the assessments take place?
• At the end of Seniors Seminar
• End of the students program of study
• 1-year alumni survey
• From whom will the information be collected?
• Students, alumni, faculty
• Who will be responsible for conducting the
  assessment?
• Faculty, Department Assessment Committee

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Summary

• Assessment is central to the improvement of
  processes and strategies related to teaching,
  learning, and institutional improvement.