a model of excellence that facilitates assessment processes - tsahp

Technology: A Model of Excellence that Facilitates Assessment Processes in Education

• Shirley Richmond, Ed. D Dean, School of Health Professions

• Mahsa Dehghanpour, Ed. D Medical Dosimetry Program Director,

School of Health Professions

• Allied health professionals play a significant role in the quality of patient care.

• The level of their competency is dependent upon the quality of education received from their educational programs.

• To ensure an appropriate level of education, an ongoing program assessment plan should be developed and maintained.

Importance of Program Evaluation

Program Evaluation: Different Aspects

Program Evaluation

Course Evaluation

Clinical Rotation

Evaluation

Program Evaluation from the

Perspective of Employers

Student services

Evaluation

Critical Thinking Evaluation

Program Evaluation from the

Perspective of Alumni

Instructor Evaluation

Performance and Conduct Evaluation

• We are dealing with the fact that different entities require different reports so we should arrange our data and analysis in different formats to satisfy different requirements.

Different Requirements

• Programmatic Accreditation • Regional Accreditation • Institutional Effectiveness • General Education Assessment • Quality Enhancement Plan • Etc.

Example of Different Reports

Is There a Single Solution to More Efficiently

Develop and Report Our Data?

The University of Texas MD Anderson Cancer Center-Houston, Texas

8 Undergraduate Programs: 3 Programs in Radiologic sciences 5 Programs in Clinical Lab Sciences

Overview of Assessment Requirements

School of Health Professions (SHP) Is accredited by SACS COC

Each Program at SHP holds programmatic accreditation • Each of the eight programs face dual accreditation

– Three Radiologic Sciences programs are accredited by JRCERT – Four Clinical Lab programs are accredited by NAACLS – One Clinical Lab program is accredited by CAAHEP

15 SACS Standards for Fifth Year Review

Standard Core Requirement 2.10: Student Support Services

Core Requirement 2.8: Faculty

Core Requirement 3.3.1.1: Institutional Effectiveness – Educational Programs

Comprehensive Standard 3.10.3: Financial Aid Audits

Comprehensive Standard 3.11.3: Physical Facilities

Comprehensive Standard 3.2.8: Qualified Administrative/Academic Officers

Comprehensive Standard 3.4.11: Academic Program Coordination

Comprehensive Standard 3.4.3: Admissions Policies

Federal Requirement 4.1: Student Achievement

Federal Requirement 4.2: Program Curriculum

Federal Requirement 4.3: Publication of Policies

Federal Requirement 4.4: Program Length

Federal Requirement 4.5: Student Complaints

Federal Requirement 4.6: Recruitment Materials

Federal Requirement 4.7: Title IV Program Responsibilities

SACSCOC 3.3.1

http://www.sacscoc.org/pdf/2010principlesofacreditation.pdf

JRCERT Standards ht

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http://www.jrcert.org/programs-faculty/jrcert-standards/

Develop and maintain assessment plans and populate them with the data and analysis in order to satisfy JRCERT and SACSCOC requirements. • Set up program’s “Goals” that meets JRCERT

requirements for medical dosimetry programs.

• Setup “Objectives”, “Criterion” and “Assessment Tools”.

Medical Dosimetry Program Assessment Activity Needs

• Collect and analyze data.

• Develop “Action Plans”.

• Connect program’s goals to school’s goals, and SACSCOC goals and use the same data and analysis to satisfy SACSCOC requirements.

• Use ability to store program’s documents at program’s level and share between JRCERT and SACSCOC assessments.

Medical Dosimetry Program Assessment Activity Needs

Program’s Goals are added:

Outcomes

At the administrator’s level, labels can be customized to suit the school’s need.

Outcomes

Define Assessment Methods and Criterion

Add Results and Action Plans

Ability to Attach Documents

Run Different Reports

PDF HTML Microsoft Word (.rtf) Portrait

Landscape

Choose assessment method categories

Choose the dates Choose specific result type or all

Choose the reporting period

• This report displays each of the selected unit's goals along with the assessment unit's plan and results that support the goals. This report is useful for showing alignment between the goals and assessment units plan and assessment results.

Assessment Impact By Goals

Unit’s Goal Unit’s Outcome for this Goal

Assessment Method and Criterion

Result and Action taken

• This report shows each unit's assessment plan. It does not show the results of each assessment. This report is useful for showing each unit's assessment plan.

Assessment Plan

Unit’s Mission and Vision

Unit’s Outcomes

Assessment Methods and Criterion

Alignment with Different Goals

• This report shows how each assessment unit is supporting the goals of the institution, a reporting unit or an assessment unit. This report is presented in a five column model.

Assessment Report

Unit’s Mission and Vision

Unit’s Program Director

Unit’s Goal Outcomes for that Goal

Assessment Methods & Criterion

Results

Actions Taken

• This report shows each assessment unit's objectives along with the results and any action plans in a four column report. This report is useful for showing the results for a specific unit.

Unit Assessment report-Four Column

Outcomes, Assessment Method, Criterion, Results, and Action Plan Goals are not included

• This report shows each of the goals of the selected unit and any outcomes at the institution that support those goals.

Outcome Relationships

• This report lists all documents (files) stored in each folder for each unit.

Document List

Conclusion

• The use of technology makes it easy to develop, track, share, and documents data more efficiently.

• It eliminates the redundancy in data collection, analysis and presentation by allowing the users to link outcomes to all related goals.

• It allows each unit coordinator to have control over their unit and the Dean to have access to all units.

• It allows the unit coordinator to assign a section to another individual to complete.

• It allows uploading the supporting documents to the assessment plan, which can also be shared with the Dean who has access to all data.