Assessment

1
Assessment

• A process credible feedback to be reflected on
  and acted on.

2
Five Conditions

• Identified intended learning outcomes
  University, College/Department, Course
• System for measuring achievement individual
  student, course, department, University
• Curriculum built backward from intended
  outcomes
• Powerful options for achieving outcomes
• Continually and systematically investigate
  alternative methods for empowering students to
  learn.

3
Assessing for improvement is a must.

• Change is inevitable, and assessment takes time
  and effort.
• Assessment should lead to improvement so that the
  University can fulfill responsibilities to
  students and the public.
• Assessment and Evaluation are different.

4
Process

• Build backwards.
• University mission/goals and outcomes.
• Department/College mission/goals and outcomes.
• Course goals and outcomes. Ownership - my
  class - is avoided sharing and mentoring a must

5
Design Backward
Intended Learning Outcomes of the Academic Program
Intended Learning Outcomes of the Course
Intended Learning Outcomes of the Unit
Intended Learning Outcomes of the Institution
Intended Learning Outcomes of the Lesson
Deliver Forward
6
Assessment is.

• the beginning.
• Outcomes and measures feedback and revisions
• conversations.
• Dialogue leads to enhanced understanding by all
  stakeholders
• conversations about learning.
• Intrinsic connection between learning and
  assessment.

7
Assessment should.

• be integrated into existing processes planning,
  resource allocation, catalog revisions, program
  review prioritization.
• be led, rewarded and pursued by the
  administration.
• be understood, maintained, generated, emphasized,
  clarified, and facilitated staff and faculty.

8
The Journey begins

• Identify goals and objectives of Southern Utah
  University.
• Identify assessment plan for University goals and
  objectives.
• Identify goals and objectives of College and
  Department.
• Identify assessment plan for College and
  Department.
• Identify outcomes for courses.
• Identify confirming evidence in course work.

9
Vision Southern Utah University

• Building on hallmarks of a safe, beautiful
  campus, with a personalized learning environment,
  SUU strives to be an outstanding public regional
  teaching university, offering high quality
  undergraduate, professional and selective
  graduate programs.

10
University Goals

• Provide exceptional service to students and
  facilitate excellence in learning and student
  achievement.
• Foster superior teaching, scholarly/creative
  endeavors and public service.
• Increase enrollment to 9,000 by 2011, increase
  student retention and graduation rates, and
  within the context of our distinct mission,
  increase student, faculty, administration and
  staff diversity.
• Enhance students personal and professional
  development as responsible citizens through
  academic, co-curricular, social,
  service-learning, residential, cultural and
  athletic activities.
• Ensure human, financial and physical resources
  necessary to fulfill the Universitys mission.
• Strengthen SUUs mission and roll as the regional
  university of southern Utah by obtaining
  selective accreditations, and by enhancing and
  expanding the programs and services available,
  including at least five additional maters degree
  programs by 2011.
• Encourage effective communication on campus and
  with external constituencies.

11
Questions To Be Asked

• What should graduates know? Knowledge
• What should graduates be able to do? Skills
  and Performances
• What should graduates be like? Dispositions

12
Assessment Model
University Goals
College Goals
Department Goals
Course Goals
13
Assessment Model
University Goals
College Goals
Department Goals
Course Goals
14
Assessment Model
University Goals
Accreditation
College Goals
Accreditation NCATE, AACSB NASM, ABET
Department Goals
Course Evaluation Faculty Evaluation Student
Assessment
Course Goals
15
University To College/Department Alignment
16
College/ Department to National Standards
Alignment
17
Assessment Model
Professional Institutional College State Standa
rds Mission Missions Require.
Conceptual Framework
Target Outcomes
Data
Data
Professional Growth Plan for Candidates
Unit and Assessment Improvement Plan
Preprofessional Checkpt.
Feedback
Feedback
Candidate and Faculty
Candidate and Faculty
Professional Studies Checkpt.
Instructional Studies Checkpt.
Integrative Studies Checkpt
Follow-up Assessment
18
Course Alignment Secondary Education
19
Course Assessment/Alignment
20

• WHAT
• Is the target clear and appropriate?

• WHY
• Is the purpose for assessment clear?

• HOW
• What assessment method will work best?

4. HOW MUCH How can we sample performance
appropriately, given target, purpose and method?
5. HOW ACCURATE What can go wrong, given target,
purpose, and method, and how can we prevent bias
and distortion?
21
Learner-Centered Teaching

• Learners are actively involved and receive
  feedback
• Learners apply knowledge to enduring and emerging
  issues and problems
• Learners integrate discipline-based knowledge and
  general skills
• Learners understand the characteristics of
  excellent work
• Learners become increasingly sophisticated
  learners and knowers.
• Professors coach and facilitate, intertwining
  teaching and assessing.
• Professors reveal that they are learners, too
• Learning is interpersonal, and all learners
  students and professors are respected and
  valued.

22
Multiple Methods of Assessment

• Target
• Know and Understand
• Reason
• Performance Skills
• Products
• Dispositions

• Method
• Selected Response
• Essay
• Performance Assessment
• Personal Communication

23
Assessment takes time and energy to carry out.

• Assessment that accurately reflects its intended
  target is valid. Assessment that serves its
  intended purpose is valid.