An Assessment PrimerFall 2007

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About This Presentation

• After reviewing this presentation, you will have been introduced to the following topics:– The purpose and composition of the Quality Through

Assessment workgroup at Penn College.– A definition of assessment developed by Penn College.– A definition of “good” assessment developed by Middle States.– The assessment cycle.– The two “levels” of assessment: institutional assessment and

student learning outcomes assessment.– The interaction between assessments at the institutional,

program, and course levels.– Resources for further understanding of assessment.

TA’s Role

• Show how the College mission is being accomplished by examining the existing processes and elements of assessment across the campus.

• Facilitate the accreditation/certification/endorsement efforts of the College and its programs.

• Review statistical reports, surveys, and program reviews; look for changes and trends.

• Communicate assessment efforts and needs to the College community.

• Collect and share useful information about student learning and institutional effectiveness.

Defining “Assessment” at Penn College

Assessment at Penn College is defined as an open process that encompasses the following principles:

• It is mission-focused, at both the institutional and programmatic levels;

• It is systematic, iterative, collaborative, documented, and adaptable;• It applies multiple measures, both qualitative and quantitative;• It identifies strengths and areas that warrant improvement;• It informs planning and decision-making for the purpose of

ascertaining learning and development, thereby improving programs, services, functions, performance, and the overall value of the educational experience.

Recommendations from 2006-07

In preparation for the Middle States self-study that will begin in 2010, the QTA recommended that the College community begin to:

• Assess its Philosophy, Mission, Vision statements;• Review institution-wide planning, including its

connectivity to budgeting, institutional effectiveness, and outcomes assessment.

These items are now institutional initiatives.

What is “good” assessment?

• Good assessment is…– Focused on & driven by goals: One function of assessment is to

determine whether or not the goals set by an institution, program, or course are being met.

– Valued by stakeholders: Stakeholders include faculty, staff, students, parents, administration, and potential employers.

– Used by all to improve student learning: Faculty, staff, and administration do not make decisions based on assumptions. Rather, they make observations in order to make informed decisions. “Assessment” is, in part, a formal record of these observations.

– Reasonably valid and reliable: Assessment is “action research;” due to the complexity of the college experience, we must keep in mind possible confounding variables when making decisions while we strive for accuracy and depth.

From Linda Suskie, Middle States Commission “What is ‘Good’ Assessment? A Variety of Perspectives”

10/10/2006

The Assessment “Cycle”

Suitable Assessment Tools

• One size does not fit all! Differences between programs and courses beget a variety of tools. Here is a sampling of available methods:– Classroom assignments and exams, quizzes, projects,

lab evaluations, and the like;– In-person focus groups with students, graduates,

advisory boards, employers, and other stakeholders;– Surveys and questionnaires;– Third-party reviews, such as for accreditation;– Reports from Institutional Research.

“Levels” of Assessment

Institutional Assessment (Middle States Standard 7)

“The institution has developed and implemented an assessment process that evaluates its overall effectiveness in achieving its mission and goals and its compliance with accreditation standards.”

Components:Planning, Budgeting, RenewalInstitutional ResourcesLeadership & GovernanceAdministrationIntegrity

Assessment of Student Learning (Middle States Standard 14)

“Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.”Components:Admissions & RetentionStudent Support ServicesFaculty & Educational OfferingsGeneral EducationRelated Educational Activities

The Relationship Between the Levels of Assessment

That mission is fulfilled by the academic programs at the College and the array of student support services that we offer.

Therefore, the goals set forth by academic and support programs are derived from the College mission.

To determine whether the College mission (overall) is being met, the questions are posed: “Are our programs meeting their goals? How do we know?”

Because academic and support programs are composed of courses and services, we then ask, “Are the courses and services meeting their goals? How do we know?”

College mission

Academic & Support Programs’ Goals

Goals of individual courses and services.

All that the College does is guided by its mission.

The success of the College mission is thus measured by compiling the assessment of the courses and services that are derived from the mission.

Becoming Involved

• Visit the QTA website:– URL: http://www.pct.edu/assessment– There, you will find the IR tools that are available for your use.

• Please post your questions or give us feedback: qta@pct.edu

• Keep watching for future announcements!