Assessment Plans

YSU OFFICE OF ASSESSMENTOCTOBER 9 & 10 , 2012

Assessment Plans1

Goals of Workshop

Current assessment contextAssessment plan evaluation processOverview of new Higher Learning

Commission CriteriaReview key items on the assessment plan

templateWalk through new online reporting form

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Assessment Context3

Assessment Context

Accreditation Context Last year participating in the Higher Learning

Commission’s (HLC) Academy for the Assessment of Student Learning

New HLC Criteria effective January 1, 2013Quality of Assessment Processes

Strengths Excellent participation 2011-12 -- LO review (100%),

curriculum maps (95%) Quality/participation in reporting process improving over

time – but 100% needed Challenges

Continuous collection of data (no years off!) Stepping back for the big picture—what is the impact on

learning?

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Academic Plan and Report Quality5

2009-2010 2010-20110%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Exemplary43

Exemplary55

Proficient47

Proficient67

Progressing 10

Progressing 8

Inadequate 3

Inadequate 8No Report 29

No Report 8 93% Participa-

tion

78% Participa-

tion

68% of

high quality

84% of

high qual-ity

Assessment Process

Review Process Focused rubric – emphasis on assessment priorities Team of 2 reviewers:

Assessment Council Member Assessment volunteer – good service opportunity

Final review by Director Feedback via email and/or meeting

Strengths of plan or report Suggestions for next year Revisions, if needed

Quality levels Exemplary, proficient – high quality Progressing – developing expertise Inadequate – request revision

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Assessment Process, cont.

Assessment Reporting Priorities Focus on use of data Reflect on changes and impact on learning Continuous data collection (i.e. every year!) Streamline reporting – focus on process vitality, not

formWhat’s New This Year

Online reporting Fewer questions Focused rubrics on priority areas

Future Goals Longer reporting cycle Possible integration with program review

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Keeping a Student Learning Archive

Accreditation Archives Departments need to keep a student learning archive for

10 years Plan and report submissions kept in OOA for 10 years

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Archive Examples• Summaries of data on student learning• Representative student work examples at

different performance levels• Student work evaluation criteria, e.g., rubrics• Assessment plans and reports• Newsletters• Website screenshots• Meeting minutes on assessment

HLC New Criteria for Accreditation

New Criteria at: www.higherlearningcommission.org

Guiding Values, includes:1. Focus on student learning4. Culture of continuous improvement5. Evidence-based institutional learning and self-

presentation9. Mission-centered evaluation

The Five Criteria1. Mission2. Integrity: Ethical and Responsible Conduct3. Teaching and Learning: Quality, Resources, and

Support4. Teaching and Learning: Evaluation and

Improvement5. Resources, Planning, and Institutional Effectiveness

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http://www.higherlearningcommission.org/

New HLC Criteria Relevant to Practice

4.B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning.

1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals.2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs.3. The institution uses the information gained from assessment to improve student learning.4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.

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New HLC Criteria Relevant to Practice, cont.

3A2: The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.

3A3: The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality).

5C2: The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting

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Upcoming Assessment Workshops

Developing an Assessment PlanWednesday, October 10th, 1-2 pm

Completing the Assessment Report Tuesday, October 9th, 1-2 pmWednesday, October 10th, 10-11 am

Note: workshops/forms overlap

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Assessment Plans Assessment Reports

Plans and methods to cover all SLOs in 3-4 year cycle

Criteria for at least the 1st year

Plans for sharing results with major stakeholders

Data from previous year Two methods and data

summary for two SLOs Analysis of student

learning for strengths and challenges

Action steps based on data Sharing of data and results

Assessment Plans vs. Reports13

Both Plans and Reports:• Engagement of faculty• Impact on learning from previous action steps

EVERYTHING TO KNOW BUT DIDN’T WANT TO ASK

Completing the Assessment Plan Form

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Assessment Templates

Section 1: Identifying and Contact

Information Section 2: Outside Accreditation Section 3: Assessment and Evaluation of

Student Learning Outcomes Section 4: Use of Data

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Sections 1 &2: Identifying/Accreditation Information

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Sections 1 &2: Identifying/Accreditation Information

Degree Program Degree Level Program TracksPolitical Science BA General

Foreign AffairsPublic Management

Teacher Education BSEd Early ChildhoodMiddle ChildhoodSecondaryCareer/TechnicalMulti-age

Biology BA n/aBiology BS n/aMedical Coding Certificate n/a

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Save time and fill out only online!Note the difference between degree, program,

and track:

Section 3: Assessment and Evaluation of Student Learning Outcomes

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Section 3: Learning Outcomes

1. List all the student learning outcomes (aka SLOs) your department has determined for this program

Reminder: If you are developing or revising SLOs, they should be short, measurable, and focused on one skill or knowledge set

Example:

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Good Example Weak ExampleStudents will explain the difference between major types of rocks.

Students will compare and contrast the characteristics of the major types of rocks in order to differentiate amongst categories.

Tips on Writing Learning Outcomes

Stronger Learning Outcomes:

Include action verbs Reflect higher-order thinking/skills Are measurable Differentiate the unique aspects of

student learning in each degree program

Are simple and clear (and not too generic)

Include a reasonable number of learning outcomes

Articulate the level of learning expected (see Bloom’s taxonomy verb reference sheet at: http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf)

Weaker Learning Outcomes:

Describe program outcomes rather than student learning outcomes

Are too vast/complex/too wordy Include multiple outcomes in one

learning outcome (watch for “and) Are too basic Are not measurable Describe activities or work products

rather than describe what students will learn

Do not differentiate between different levels (associate, bachelor, master, certificate)

Can be reduced in number

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Section 3: SLO Cycle

2. What is the timeline for assessing all the student learning outcomes over a multi-year cycle?

Typically a 3-4 year cycle If you have a great number of SLOs (e.g., 10+):

If because of accrediting bodies, we can work with you to find best cycle length

We can work with your department to reduce number through consultation

If you have an odd number of SLOs, the last year may have only one SLO

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B.A. in Physics B.S. in Physics

1. Students will learn to model physical systems and interpret experimental and theoretical results.

2. Students will learn how to measure the physical properties of systems using a variety of test equipment and defend the results of their measurements using the associated accuracy and precision of these measurements.

3. Students will learn to apply the concepts of Classical Physics, Modern Physics, Thermodynamics, and Electrostatics to solve problems and predict numerical results.




4. In addition to the learning outcomes for the B.A. Program in Physics, students of the B.S. program in Physics will further learn to apply the concepts of Electrodynamics and Quantum Mechanics to solve problems and predict numerical results.

Section 3: When SLOs Overlap22

Section 3: Sample SLO Cycle

Year of Cycle

B.A in Physics B.S. in Physics

Year One





Year Two



2. In addition to the learning outcomes for the B.A. Program in Physics, students of the B.S. program in Physics will further learn to apply the concepts of Electrodynamics and Quantum Mechanics to solve problems and predict numerical results.

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Section 3: Assessment methods

3. What methods will you use to assess student performance? Describe two methods for each student learning outcome.

Methods should include: where it will be administered (e.g., capstone) Performance criteria (Y1) or plan for development (Y2

and on) Same method can span multiple SLOs (e.g., don’t

need 10 methods for 5 SLOs) Map methods to timeline:

Example: LO 1 (writing, Y1): capstone project assessed with rubric (attachment A); research methods final paper assessed with rubric (attachment B)

Must use one direct measure per SLO

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Assessment Method Definitions25

Term Definition ExamplesDirect Measure Direct measures provide for

the direct examination or observation of [staff, faculty, student] knowledge or skills against measurable learning outcomes

In-class/embedded assignments, oral presentations, performance appraisals, internship supervisors’ evaluations, behavioral observations, etc.

Indirect Measure Indirect measures of learning that ascertain the opinion or self‐report of the extent or value of learning experiences

Written surveys, exit and other interviews, archival records, focus groups, etc.

Performance Criteria

Specific, measurable statements identifying the performance(s) required to meet the outcome; confirmable through evidence.

Standards, rubrics*, specifications, outcomes, metrics, objectives,

*For an example of rubrics, see the AAC&U’s VALUE Rubric Project: http://www.aacu.org/value/rubrics

http://www.aacu.org/value/rubrics

Section 4- Use of Data26

Section 4: Sharing Results

4. How will you share the results of the data discussed in section three with your students, your college, and other stakeholders?

Include both internal and external stakeholders

Examples: Students’ review of aggregate data College wide assessment committees Discuss in advisory group meeting Share with foundational subject departments (e.g.,

Engineering Dept. shares findings with Mathematics Dept.)

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Section 4: SLOs and Curricular Maps

5. How did the assessment activities in 2011-12 (i.e., reviewing learning outcomes and completing curriculum maps) impact your program?No correct answer; just experience of

departmentsQuestions to consider:

Did you streamline learning outcomes? Did they foster faculty discussion? Were gaps in learning or assessment practices

uncovered? Did you find more efficient ways to collect data?

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Section 4: Impact on Learning

6. In the past several years (e.g., 2008-11), you have analyzed data and identified action steps for learning outcomes. Considering action steps from previous years, what has been an impact on student learning as a result of (one of) those action steps?Refer to past assessment reports (2008-11)Focus on how action step impacted student

learningDo not need specific supporting data, just

professional judgment at this stage

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Section 4: Engaging Faculty

7. How is your department working to engage all faculty in the assessment process?

All department faculty should be meeting at least once per year to discuss assessment results and decide on action steps

Collective responsibilityNot just one person’s job

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Section 4 Questions

8. Optional: Is there anything else you would like to share and is there any particular area that you want feedback on that would assist you?

Is there more to “the story” than reflected in the plan?

Something the Office of Assessment or Assessment Council can assist you with?

Examples: Involving students in review of data Increasing faculty participation

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web.ysu.edu/assessment/templates32

Template

Submission link

web.ysu.edu/assessment/templates

New Online Reporting Form

Online Assessment Plan Submission Form: http://www.jotformpro.com/ysuassessment/2012acadplan

Note: if you have new or revised undergraduate learning outcomes, they should also be sent to Jean Engle at [email protected].

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http://www.jotformpro.com/ysuassessment/2012acadplan

http://www.jotformpro.com/ysuassessment/2012acadplan

mailto:[email protected]

TO VIEW ASSESSMENT PLAN OR REPORT FORMS AND SCORING RUBRICS, AS WELL AS

THIS PRESENTATION, VISIT:HTTP: / /WEB.YSU.EDU/ASSESSMENT/TEMPLATES

CONTACT INFO:HILLARY FUHRMAN, X2453

[email protected]

OFFICE OF ASSESSMENT, [email protected]

Thank you for your participation!

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http://web.ysu.edu/assessment/templates



Documents

Assessment Plans