Assessment%20

1
Assessment EvaluationCommittee

• A New Road Ahead Presentation
• Dr. Keith M. McCoy, Vice President
• Professor Jennifer Jakob, English
• Associate Director Mary McLean, Research
  Evaluation
• October 19, 2011

2
Assessment
Assessment Evaluation
A E Committee
Assessment Plan
Next Steps
Evaluation
3
Assessment

• Process by which we measure student achievement
  of learning outcomes or attainment of aptitude.

4
Assessment

• Assessment Can
• Answer questions about the learning of individual
  students
• Be used to determine the effectiveness of a
  single course, program, or institution

Association of American Colleges and University.
(2005). Levels of Assessment From the Student to
the Institution.
5
Assessment

• Student Learning Principles
• Evidence of student learning should be used for
  multiple levels of assessment
• Classroom Level
• Course Level (across classroom sections of the
  same course)
• Program Level (across courses or learning units
  within a program)
• Institutional (across multiple programs within
  the institution)
• Best evidence of learning comes from direct
  observation of student work rather than from an
  input inventory (e.g., list of courses completed)
  or summary of self reports.

Association of American Colleges and University.
(2005). Levels of Assessment From the Student to
the Institution.
6
Assessment
Assessment Evaluation
A E Committee
Assessment Plan
Next Steps
Evaluation
7
Evaluation

• Evaluation is a tool which can be used to help
  the institution judge whether a curriculum or
  instructional approach is being implemented as
  planned, and to determine the extent to which
  stated goals and objectives are being achieved.
  It allows the institution to answer the
  questions
• Are we doing for our students what we said we
  would? Are students learning what we set out to
  teach?
• How can we make improvements to the curriculum
  and/or teaching methods?

Fleischhman Williams. (1996). Introduction to
Program Evaluation for Classroom teachers.
8
Assessment
Assessment Evaluation
A E Committee
Assessment Plan
Next Steps
Evaluation
9
Assessment Evaluation

• Assessment and evaluation (program) are
  inevitably related. Assessment provides
  information about student learning and evaluation
  provides judgment on effectiveness.
• Assessment of student learning and evaluation of
  programs or courses are ongoing processesnot
  products.

10
Assessment Evaluation Levels
Instructor
Department Administration
Departments Administration
11
Assessment Evaluation Challenge

• The difficulty of aggregating the results of
  student learning assessment up to the institution
  level presents a practical obstacle of using
  direct measures of student learning for
  institutional effectiveness.

Volkwein. (September 2011). Gaining Ground The
role of institutional research in assessing
student outcomes and demonstrating institutional
effectiveness.
12
Assessment Evaluation Levels

• Class
• Answers questions about an individual student
• Is the student learning as expected?
• Has the students work improved over the
  semester?
• How well has the student achieved the learning
  outcomes set for the course?
• Are there any barriers (e.g., engagement, teacher
  effectiveness, curriculum, external factors) to
  student learning regarding the course content?
• Driven by an individual faculty member

Association of American Colleges and University.
(2005). Levels of Assessment From the Student to
the Institution.
13
Assessment Evaluation Levels

• Course
• Answers questions about groups of students in a
  class or across multiple-section courses
• Is student learning occurring as expected across
  multiple sections of a course?
• How well is the class collectively achieving the
  courses content outcomes and objectives (at any
  one point, at the end)?
• Are the assignments helping students achieve the
  expected level of knowledge or skills?
• How well is the course fulfilling its purpose in
  a larger curriculum?
• Driven by faculty or the Department

Association of American Colleges and University.
(2005). Levels of Assessment From the Student to
the Institution.
14
Assessment Evaluation Levels

• Program
• Answers questions about programs (e.g., general
  education or concentration)
• Do the programs courses, individually and
  collectively, contribute to its outcomes as
  planned?
• How well does the program fulfill its purposes in
  the entire curriculum?
• Are the courses organized in a coherent manner to
  allow for cumulative learning?
• Does the program advance institution-wide goals
  as planned?
• Driven by the Department and Administration

Association of American Colleges and University.
(2005). Levels of Assessment From the Student to
the Institution.
15
Assessment Evaluation Levels

• Institution
• Answers questions about the overall effectiveness
  of the institution to provide quality programming
• How well is the institution meeting the needs of
  its programs?
• Are the appropriate programs accredited or
  licensed?
• How well is student learning occurring in and
  evidenced from the institutions programs?
• Driven by Departments and Administration.

16
Assessment
Assessment Evaluation
A E Committee
Assessment Plan
Next Steps
Evaluation
17
AE Committee Responsibility

• Ensure that
• Assessment and evaluation are occurring at all
  levels.
• Measurable and relevant learning outcomes are
  developed for the colleges programs.
• Program-level assessment and evaluation plan is
  created and executed.
• Assessment and evaluation plans address
  appropriate activities within the colleges
  annual plans.
• Assessment results and evaluative decisions are
  discussed with internal and external
  constituents, documented, and monitored.
• Decisions made about or change to curriculum or
  programs is further evaluated for effectiveness.

18
AE Committee Members

• Department Chairs faculty representative
• Program Directors (Nursing Manufacturing
  Technology)
• Deans
• Adult Education
• AVI
• Careers
• Continuing Education
• Instruction
• Student Services
• Vice President of Academic Student Affairs
• President (ex-officio)

19
Assessment
Assessment Evaluation
A E Committee
Assessment Plan
Next Steps
Evaluation
20
A E Plan

• Course Level
• Step 1. Identify the leaders for the department
  (Chairs and Coordinators)
• Step 2. Define the mission of each department.
• Step 3. Define the goals of each department.
• Provide the basis for assessment and, therefore,
  should be defined adequately and clearly.
• Step 4. Define the student learning outcomes of
  each course.

21
A E Plan

• Course Level
• Step 5. Inventory existing and needed assessment
  methods and select assessment measures and
  methods.
• Step 6. Select assessment methods and identify
  assessment targets.
• Step 7. Collect the data.
• Step 8. Analyze the results.

22
A E Plan

• Course Level
• Step 9. Provide feedback. (Evaluation)
• The results and information gained should be
  distributed to the faculty and other appropriate
  parties to obtain their ideas on how to improve
  the program.
• Step 10. Implement changes.
• Step 11. Develop plan to monitor the changes and
  compare the results.
• Step 12. Review information.
• Review all of the information obtained from the
  assessment process and determine how this will
  affect the next assessment and evaluation plan.
  This provides the starting point for the next
  iteration of the assessment and evaluation cycle
  to continuously improve the course.

23
Assessment
Assessment Evaluation
A E Committee
Assessment Plan
Next Steps
Evaluation
24
Next Steps

• Develop common vocabulary (review University of
  Central Florida document)
• Develop assessment plans for department-level
  (course-level) assessments
• Develop method for communication online
  (Sharepoint, Webplanner, etc.)

25
AE Time Line
26
THANK YOU

• Daley on the move!