strategies from the assessment trenches: a self-help clinic presented by aura

2005 CELT Conference 1

Strategies from the Strategies from the Assessment Trenches: Assessment Trenches:

A Self-Help ClinicA Self-Help Clinic

presented by AURApresented by AURA


Topics & Format

Topics

• Program Mission, Goals & SLO Statements

• Course Alignment Matrix

• Developing & Implementing an Assessment Plan

Format

• We introduce the topic.

• Groups discuss progress & problems.

• Debrief & share strategies.


Your Program Mission, Goals & Student Learning Outcome Statements

Mission: a holistic view of the values and philosophy of the department/program

Goals: general statements about knowledge, skills, attitudes, and values expected of graduates

SLOs: clear, concise statements that describe how students can demonstrate their mastery of program goals

Courtesy of Dr. Mary Allen


Group Assignment

- SLOs

• Share your program’s SLOs.

• What challenges did you face in crafting your SLOs?

• How did you overcome the challenges? What lingering concerns remain?

• Prepare to report on a few key ideas, problems, or strategies.


The Outcomes/Course Alignment Matrix

Stage 1 – Ensuring a Cohesive Curriculum

In which courses are which outcomes introduced, practiced, mastered?

Stage 2 – Developing an Assessment Plan

What student artifacts can be used to measure progress?

Course SLO 1 SLO 2 SLO 3 SLO 4

151 I I

177 P I

201 P I

277 P P

340 M - oral presentation

M

477 P - term paper


Group Assignment – The Matrix

• Create a draft of your program’s Outcomes/Course Alignment Matrix.

• If your program has a (draft) matrix, share it.



Developing/Implementing an Assessment Plan

An assessment plan should be meaningful, manageable, and sustainable.

For each SLO, ask:

• How and where will the SLO be assessed?

• How will you collect, organize, and analyze the data?

• When and how often will this be done? By whom?

• Who will reflect on the results?

• What will ensure that results are used to implement program changes to improve student learning?


Elements of An Effective Assessment Plan

What are the building blocks needed ? Program Mission Goals Student Learning Outcomes (SLOs) Course Alignment Matrices Plan to Assess Individual SLOs … such as …


Assessment of SLOs

• Direct Assessment Methods:– Published Tests– Local Exams– Embedded Assignments & Activities– Portfolios

• Indirect Assessment Methods:– Surveys– Interviews– Focus Groups


Assessment of SLOs

• Direct Assessment Methods are Essential:

– Examine Student Work …

• Indirect Assessment Methods are Supportive:

– Examine Student / Alumni Perceptions …

• Effective Assessment Programs Use Multiple Measures … Triangulate


Measurement Using Rubrics

• What is a rubric?– “Explicit schemes for classifying products or

behaviors into categories that vary along a continuum” Mary Allen, WACS/AAHE workshop, Sept. 2004

– Holistic (along one dimension)– Analytic = traits or characteristics of the

product or behavior – Similar to grading criteria sheets that some

faculty use


Example Writing Rubric (Partial)


Example of Rubric: SLO: IT Proficiency


Steps To Develop a Rubric

• Define the SLO and pick the work sample• Involve the potential evaluators, faculty who assign the

student work, external stakeholders, (if possible)• Brainstorm the traits or characteristics of the goal that you

want to measure– Specific traits lead to actionable results

• Determine the number of discrete categories that you want to have (generally 3-6)

• Brainstorm the descriptions of each category for each trait• Refine the traits/descriptions avoid “and” clauses


The Next Steps

To collect, organize, and analyze the data …

• When and how often will this be done?

• By whom?

• Who will reflect on the results?

• How will they measure success?

• What will ensure that results are used to implement program changes to improve student learning?


A Caution:

Assessment Plans in Early Stages are Good at Collecting Data … but Lack a Plan for How to:

Organize, Summarize the Data Systematically Reflect on Results Ensure that Results are used to Effect Change and Improve Student Learning• Effective Assessment Programs are Both Manageable and Sustainable


Evaluation and Use of Data for Continuous Improvement

•Assessment Data Must be Evaluated Systematically, Periodically

– Recommend Annual Collection / Assessment / Action Plan

•Modify Curriculum and Pedagogy to Improve Student Learning …

– Typical Actions:• Modify Content, Sequencing of Course(s)• Modify Pedagogical Approaches


Evaluation and Use of Data for Continuous Improvement

• The Entire Process (Goals, Outcomes, Assessment Measures) Must be Evaluated Periodically– Recommend Five Year Re-evaluation to

synchronize with FYR process:• Are we measuring reasonable work samples?

• Is our process meaningful? Are we better informed about what our students are learning or not?

• Is our process sustainable? Can we be more efficient and still have valid measures?


The Assessment Plan Design Process

• Wherever you begin developing your Assessment Program will NOT be the ideal place to start …

• You Must Begin Somewhere …

• Iteration will save you ...

– Continuous Refinement of Methods– Consensus and Team Building– Alignment of Program Resources with Program

Goals and Faculty Values …


Group Assignment – Assessment

Planning

• Share your program’s SLO assessment plan: – What SLO(s) do you plan to

assess this year? – How do you plan to assess it? – What is the biggest hurdle you

face in the assessment process?



AURA’s Advice

• Don’t get trapped in a quest for the perfect assessment plan. Try something!

• Do involve the faculty.• Don’t forget to use your

results.• Do plan to repeat the process. • Don’t hesitate to ask for help.• KISS

strategies from the assessment trenches: a self-help clinic presented by aura

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