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ROBBIE TEAHEN
ROBERT VON DER OSTEN
KIM WILBER
TracDat Overview
One Approach to Outcomes
http://www.youtube.com/watch?v=DRBW8eJGTVs
Purpose of Assessment
Simply: To advance the quality of student learning through careful elaboration of
intended learning, meaningful measures of students’ learning achievements, and
systematic collection of data that informs instructional and other improvements – at the
level of courses, programs, colleges, and institutions. Assessment involves going
beyond the evaluation of individual student performance (Teahen, 2008).
The Learning Design Cycle
Assess performance
Determine learning Needs Analyze learner
needs
Specify learning outcomes
Plan learning activities
Curriculum DevelopmentCurriculum
Development
Session Outcomes
As a result of participating in today’s session, you will: Demonstrate your ability to log in to the system Change your password Describe the meaning of relevant terms, such as “reporting” or
“assessment” units and “learning outcomes” Create an appropriate learning outcome Enter assessment unit (e.g. program) information (if unit admin) Create at least one learning outcome entry Know the tentative implementation plans/timelines – pending
further refinement Be prepared to continue to enter target outcomes/goals,
assessment plans, and your results on an ongoing basis
Goals of the Implementation
Create a repository for conserving assessment information
Stimulate cross-discipline sharing of learning and institutional effectiveness outcomes
Focus unit-level efforts on specifying and monitoring assessment outcomes
Encourage course-, program-, and institutional-level learning enhancements
Streamline reporting requirements for academic units
Topics to be Included Today
User rolesAccess Changing the passwordEntering data – outcomes, plans, and resultsAttaching documentsLinking assessment unit outcomes to
reporting unit standards or plansProducing reportsResources (Documents, “power users,” and
Oversight team, Kim)
Roles and Security
Roles: User Reports-Only Program-level admin Ferris Administrator (Kim Wilber)
Access and Security levels and permissions: Form (see Academic Affairs assessment website) Approvals by Deans
Attempting to Allay Common Concerns
Comparing instructor performance . . . Outcomes and measures are expected to be highly unique, so it will not
be possible to compare “performance” across programs or disciplines Instructor Evaluation
Instructors will continue to be evaluated by existing methods. If they want to use this information to demonstrate their effectiveness, it’s their option.
What Information is Reported Inclusion is decided at the appropriate level. . . What the program
personnel put in is what they decide to enter. Most reporting will be at the program level, and course-level reported is expected to evolve at the
This Too Shall Pass. . . Assessment of student learning has been required since 1995.
Expectations have heightened. I Don’t Have Time (It’s too much work) . . .
Assessment is integral to the work of a professional educator. It is a part of the cycle of instructional design and the continuous improvement approach of “plan, do, check, act”
Assessment Unit Information
Show/Tell/Do (using the Demo Site) Unit Name Mission Sites Offered Accreditation Body Date of next accreditation visit Advisory Board? Next program review data
Assessment Plan Information
Show/Tell/Do (using Demo) Outcome name Outcome statement Assessment Method Criterion for Success Related Goals Additional assessment methods
Outcome Checklist
describe one of the major skills that is an intended outcome for a course or program
represent a skill that a competent individual would use outside the context of the course
begin with an action verb describing what the learner will be able to do upon completion of this course/program
are measurable and observable
require application of skill, knowledge, or attitude/value – at a level of application or above on Bloom’s taxonomy
present a clear, concise, and precise statement describing the action
specify a single performance/outcome, not a combination
describe learner performance, not the instructor's activities, learning plans, or instructional strategies
Sample Program-Level Outcome and Measure(s)
Outcome: Technology UseOutcome Statement: Learners will demonstrate their
use of common functions associated with software relevant to the discipline (e.g. MS Office, SPSS, CAD, etc.)
Measure(s): 1. Capstone project assignments will incorporate the utilization of
common software applications associated with the field. Rubrics will be provided for each that address learner performance in technology use.
2. Exams in the second-year major course will incorporate timed tests utilizing identified software to produce documents appropriate to meet external performance requirements. Standards of the profession will be utilized to assess learners’ performance.
3. Throughout the program, individual course requirements will incorporate and report on technology-use performance by students, as appropriate
Components to Enter in Plan (Program)
Outcome NameOutcomeMeasuresOutcome TypeStatus (active or not)Star
Don’t Forget!
SAVE CHANGES (button at bottom)
“Means of Assessment”
Relating to a particular outcome, specify: Method Category
list still being refined Offer your suggestions
Method (Description) Criterion
What will success look like for this program or course? Schedule
When will assessment methods be implemented? Frequency?
Sample Results and Action Plan
Learners will demonstrate their use of common functions associated with software relevant to the discipline (e.g. MS Office, SPSS, CAD, etc.)
Measure(s): 1. Capstone project assignments will incorporate the utilization of common software
applications associated with the field. Rubrics will be provided for each that address learner performance in technology use.
Results: Review of 32 capstone projects for students in the X program during the spring of
2008 revealed that 95% of the learners were able to perform all specified functions within MS Word and Powerpoint, but just 62% could demonstrate their abilities to perform specified functions within Access. Further, AutoCAD design capabilities were rated to be at an average level of 3 on a scale of 1 to 5, with 10% of the soon-to-graduate students not meeting minimum standards for the profession.
Action Plan: Faculty within the major will meet in August 2008 to examine the curriculum to
determine where and how Access and CAD are introduced and reinforced and development supplemental units to assist students to more adequately achieve intended outcomes. Faculty meetings will address this performance concern and monitor curricular changes and end-of-year performance of students in spring 2009. Results from the Spring 2009 will be reported and determination made about whether additional curricular reform is required.
Linking Documents and to Goals
Attach documents. . . Examples:
Rubrics Standards Assignments
Link to standards or criteria Such as accreditation standards Program outcomes General education outcomes
Tentative Timelines
Enter Unit information immediately (mission, accreditor, etc.)
Enter Program Outcomes and Measures before end of semester
Enter at least one program outcome by end of spring
Enter multi-section and general education course assessment plans during spring 2009
Enter outcomes as available for course-level assessments
Regarding the Learning Paradigm:
"The result of this paradigm shift is a college where faculty are the designers of powerful learning environments, where curriculum design is based on an analysis of what a student needs to know to function in a complex world rather than on what the teacher knows how to teach, where the college is judged, not on the quality of the entering class, but on the quality of aggregate learning growth possessed by its graduates, where compartmentalized departments are replaced by cross-disciplinary cooperatives, and where every employee has a role to play and a contribution to make in maintaining a learner-centered environment (p. 5).”
-Bill Flynn, Palomar College, 1998