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OSU-Okmulgee Assessment Plan 2003

Welcome to Phase I Training

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Competencies for today

1. Develop confidence in one’s ability to use the OSU-Okmulgee assessment process.

2. Know the history and rationale of the OSU-Okmulgee assessment process.

3. Use the correct terms for planning and assessment

4. Construct (write/identify) measurable Program of Study or Student Activity Objectives.

5. Develop/identify measurable Competencies (course or activity) that enable the accomplishment of program Objectives.

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History of Assessment at OSU-Okmulgee

1990: Institutional assessment office is established

1995: Assessment plan is developed

2000: NCA states that assessment plan has only been partially implemented (institutional assessment)

2001: Assessment Advisory Committee re-established

2002: NCA states that program assessment is still only partially implemented

2003: Faculty Assessment Committee and Student Support Assessment Advisory Committee are established and lead full implementation process

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New OSU System Strategic Planning Components

Mission and Values Review

Strategic Goals

Objectives

Assessment Measures

Reporting Mechanism

Note: Bold text parallel the Assessment Process

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SystemAgencies (OSU-Okmulgee)

Areas (Academic Affairs)

Units (Formerly Divisions)

Programs of Study

New OSU System Strategic Planning Process

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OSU-OkmulgeeAssessment Process

1. Mission and Values

2. Program Objectives

3. Course Competencies

4. Assessments for Program Objectives

5. Assessments for Course Competencies

6. Documenting and Reporting Student Success

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The complete Assessment Process

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The Required Reports

NCA Monitoring ReportMay 3, 2005

NCA Progress ReportJanuary 3, 2004

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Requested Unit and Program Mission Statements

The first item requested of the various Academic Units was their Unit and Program Mission Statements.

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Definitions for Common Understanding

Our next step was to begin the development of a set of standard definitions for our use and for the use by the entire campus.

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A plan for the model.

After the definitions were established, the plan of attack had to be developed. From this plan came the Assessment Model.

Next came the Assessment & Measurement Plan Model.

And finally, came the Data Utilization & Reporting Model.

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Reporting to Campus

Report to Campus on Assessment Model & Schedule Training

Report to Campus on Assessment & Measurement Plan Model and Schedule Training

Report to Campus on Data Utilization & Reporting Model and Schedule Training

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Training Activities

Faculty & Student Support Program & Competency Objectives Training

Assessment Training

Data Utilization & Reporting Training

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Work from the Units, Academic & Support

Units write, develop, and/or identify Program Objectives and generate Competencies

Core Objectives are identified from the collected Program Objectives from the various Units.

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IA&R inventories & assists units to develop assessment criteria & instruments

Assessment Committee provides Classroom Assessment Models

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Publish Results and Perform Feedback Process

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Definitions of Common Termsfor Phase One Training

Mission – the purpose for existence of Oklahoma State University and its’ components.

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Definitions Continued

Program Objectives (Outcomes) – measurable, broad statements of performances, skills, or values expected of students at the completion of a program of study.

Core Objectives are measurable global statements of knowledge, skills, abilities, and values that graduates should possess regardless of their program of study. Objectives common to all Programs of Study at OSU-Okmulgee are identified as Core Objectives.

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Definitions Continued

Competencies include measurable, specific knowledge, skills, abilities, and motivation underlying successful performance.

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What are objectives?

Objectives arespecific,

measurable, short-term,observable

student behaviors.

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Types of ObjectivesKNOW - Cognitive: understandings, awarenesses, insights (e.g., "List and explain..."). This includes information recall, conceptual understanding, and problem-solving. DO - Psychomotor: special skills (e.g., "dissect a frog so that the following organs are clearly displayed..."; "take a replicable blood pressure reading by appropriately using a sphygmomanometer"). FEEL - Affective: attitudes, appreciations, relationships.

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Tips for writing Objectives

How specific and detailed should objectives be and how many should you have?

It depends on what they are used for! objectives for sequencing a unit plan will be more general than for specifying a lesson plan.

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Tips for writing Objectives

Don't make writing objectives tedious, trivial, time-consuming, or mechanical.

Keep them simple, unambiguous, and clearly focused as a guide to learning.

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Tips for writing Objectives

The purpose of Objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but to ensure that learning is focused clearly enough that both students and teacher know what is going on.

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Tips for writing Objectives

Express them in terms of student performance, behavior, and achievement, not teacher activity.

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Tips for writing CompetenciesThree components of Competencies:

1.Identify the type of activity in which competence is required (e.g., “Develop a computer program...").

2.Specify the criteria or standards by which competence in the activity will be assessed (e.g., “using the Java programming language that will display a User-Interface Menu...").

3.List any conditions or circumstances required for students to meet the objective (e.g., "...given two class periods working with the materials at your computer station").

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How this all fits together.

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Your Homework

Submit your Program of Study Objectives and all your Course Competencies to your Unit Leaders by June 12, 2003.

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How to Turn In Your Homework

Write your Program of Study Objectiveson Form B

Write your Course Competencies on page 1of the Uniform Course Syllabus

(To be implemented by Fall 2003)

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Assessment, please

Please complete and turn in before you leave today.