Program Assessment Workshop

Kathleen Harring

What is Assessment?

Assessment is the systematic gathering and analysis of information to inform and improve student learning in the context of specific educational goals

Levels of Assessment

Institutional Assessment Program (Department) Assessment Course Assessment

Characteristics of Good Program Level Assessment Based on principles defined at the

institutional level Integrated with college outcomes Ongoing

Characteristics of Good Program Level Assessment Comprehensive – encompassing students,

faculty, and resources Valued and supported by the college

culture Implemented gradually in careful steps

Characteristics of Good Program Level Assessment Practical – with clear implications for

faculty and students Self-renewing – data and information

should feed back at both the department and college level

Departmental Mission Statement

Broadly communicates the department’s vision

Consistent with institutional mission Guides departmental decision-making

Program Goals

General statements about the knowledge, skills, or values that students will acquire in the program

Consistent with institutional mission

Program Goals

We want psychology students to:Know the theories, models, and findings of

psychologyDevelop effective writing, speaking, and

listening skills

Learning Objectives

Objectives describe program goals in concrete terms

They describe observable behaviours that can be measured

Learning Objectives

Students can master APA style writing Students can make an argument

supported by available evidence and reason

Developing Mission Statements, Goals, and Learning Objectives Use guidelines from professional

organizations Look at what other departments have

done Teaching Goals Inventory (Angelo & Cross)

Questions for Developing Learning Objectives What type of knowledge, skills, and values

should the ‘ideal’ graduate of our program have?

What should students know, do, and value?

Seek input from alumni, employers, graduate programs

Steps in Developing a Department Assessment Plan Agree on the mission, goals and

objectives Review courses and determine where

specific learning outcomes are introduced, developed, and mastered

Develop outcome matrix

Steps in Developing a Department Assessment Plan Determine what outcomes to assess You don’t have to assess every outcome

in each student every year Begin with what you think you do best

Steps in Developing a Department Assessment Plan Decide on appropriate measures

Direct vs. indirectEmbedded AssessmentAuthentic AssessmentTriangulation

Direct Measures

Standardized testsDiscipline test College Learning Assessment (CLA)

Locally-developed tests Embedded assignments Portfolios

Indirect Measures

SurveysNSSECampus student surveysAlumni surveys

Focus Groups Interviews

Sampling

Do not have to assess outcomes in every student

Determine sampling procedureEg survey seniors every other yearAssess writing in a sample of majorsCollect student work at different points in

program (English)

Steps in Developing a Department Assessment Plan Identify appropriate assessment methods Develop a plan for collecting data Prioritize goals, set timelines, identify

milestones

Steps in Developing a Department Assessment Plan Implement assessment plan Use data to improve processes “close the loop” Communicate results

Psychology Department Assessment Plan Senior survey Students in required Advanced Lab course

complete statistics/research methods exam at beginning of semester

Assess writing, research, and quantitative skills in a sample of Advanced Lab final papers

Alumni survey

Considerations

Keep it simple Keep the institutional mission and goals in

mind Focus on one or two goals at a time Borrow ideas and methods from other

departments or other institutions

Assessment Cycle

Develop Plan

Collect Information

Review Results

Revise Program

To add

AUP missionAgree on gen ed goals

Academic Affairs mission & goals More examples from diff departments Handout Working pairs

From Middle States:

“Assessment of student learning demonstrates that the institution’s students have knowledge, skills, and competencies consistent with institutional goals and that students at graduation have achieved appropriate higher education goals…In order to carry out meaningful assessment activities, institutions must articulate statements of expected student learning at the institutional, program, and individual course levels… Course syllabi or guidelines should include expected learning outcomes…Assessment is not an event but a process and should be an integral part of the life of the institution