A Basic Guide to Academic Assessment

Presented by Darby KaikkonenDirector of Institutional Research

What is Assessment?

Assessment is the ongoing process of:

• Establishing clear, measurable expected outcomes of student learning

• Ensuring students have sufficient opportunities to achieve those outcomes

• Systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations

• Using the information to understand and improve student learning

Assessment IS:

• Systematic

• Ongoing

• Cyclical

• Multi-faceted

• Evidence-based

• A group effort

• Very Important!

Assessment IS NOT:

• Quick and easy

• A significant extra burden

• Finite

• Solely defined by one thing

• A criticism

• Going away!

Why Assess?

Formative Assessment

• Internal improvement

• Identify strengths and weaknesses in teaching and learning processes

• Examples:

-Use of math tutoring center

-Grade analysis of students in sequenced courses

-Course evaluations

Summative Assessment

• Accountability

• Outcomes-based

• Northwest Commission on Colleges and Universities, IPEDS, State Board

• Examples:

-Degree and certificate completions

-Acquisition of skills in a program of study

"The spirit of assessment requires a diligent search for bad news, but

accountability encourages the opposite."

(Roger Peters, 1994)

What is an Assessment Loop?

NWCCU Standard 2• Educational program planning is based on regular and continuous

assessment of programs in light of the needs of the disciplines, the fields, or occupations for which programs prepare students, and other constituencies of the institution.

• 2. B.1 The institution’s processes for assessing its education programs are clearly defined, encompass all of its offerings, are conducted on a regular basis, and are integrated into the overall planning and evaluation plan. These processes are consistent with the institution’s assessment plan as required by Policy 2.2 Educational Assessment. While key constituents are involved in the process, the faculty have a central role in planning and evaluating the educational programs.

• 2.B.2. The institution identifies and publishes the expected learning outcomes for each of its degree and certificate programs. Through regular and systematic assessment, it demonstrates that students who complete their programs, no matter where or how they are offered, have achieved these outcomes.

• 2.B.3. The institution provides evidence that its assessment activities lead to the improvement of teaching and learning (NWCCU Handbook: 2003).

2. Ensure opportunities

3. Gather, analyze, interpret data4. Use results to improve teaching and learning

1. Establish Outcomes

Definition Please!

“Student Learning Outcome”

• The knowledge, skills, and attitudes students take away from their learning experiences

• Direct measure of student learning

• Example:

“Think logically and critically”

“Program Outcome”

• Integrated skills, actions, and attitudes, and behaviors that result from being a part of a particular program of study

• Indirect measures of student learning

• Example:

“Students will be qualified to seek employment”

“Institutional Outcome”

• Derived from the College mission and goals

• Example:

“Student satisfaction with services”

“Institutional Effectiveness”

• Determines how well the College is accomplishing its mission and goals

• Involves institutional measures in all areas of the College, and not just instruction

• Measured using all types of outcomes

“Measure” (noun)

• A target or benchmark that can be used to gauge progress

• Example:“Graduation rate”

“Tool”

• The instrument that is used to obtain measures; a means of collecting information

• Example:

“Community College Survey of Student Engagement”

“Logan Model”

• College’s agreed upon format for reporting assessment activities

Outcome Measurable Criteria Measurement Tool Time Frame

Results:

Analysis and Action:

“Philosophy Statement”

• Conceptualization of the values of the College as they relate to the intended learning experiences of students

• Source: College Catalog pg 30 and 32

“College-Wide Abilities”

• Intended student learning outcomes for all students who graduate from South Puget Sound Community College

• Derived from Philosophy statements

How Does it All Fit Together?

Institutional Assessment Loop

Conceptual Level

Operational Level

Measurement Level

College Mission and Goals

Philosophy Statements

Student Learning Outcomes

Program Outcomes

Assessment and Results

Academic Assessment

How Do We Do It?

Five Step Assessment Plan

1. Identify Key Learning Outcomes

• Answer the question, “What do we want our students to know and be able to do?”

• Student learning outcome in Auto: “Demonstrate the entry-level knowledge necessary to take the Automotive Service Excellence tests”

• Student learning outcome of CWA of critical thinking: “Gain an understanding of applications of psychology to personal, social, and organizational issues”

• Program outcome in Auto: “Graduates will be prepared to obtain employment in the automotive field”

• Program outcome in Associate of Arts: “Graduates will successfully transfer to 4-yr institutions and complete a baccalaureate degree”

2. Establish the Opportunity for Learning

• Every student has the opportunity to achieve the outcome

• Map learning goals against required courses:

-CWA aligned with general education courses content

-Major program outcomes covered in core courses

3. Identify Assessment Tools

• Answers the question, “how do we know that our students have learned what we want them to learn?”

*Critical step for a valid assessment*Tool for SLO in Auto: Licensure examTool for SLO in Critical thinking: Research paperTool for Program outcome in Auto: Graduate survey, state

employment databasesTool for Program outcome for AA degree: State board

database on transfer students, College Fact Book, Graduate survey

4. Establish the Criteria for Success

• Departmental effort

• Sets targets and benchmarks

• Examples:

• -Cut scores

• -Percent increase

• -Rubric with specific skill levels

Example of Rubric

Rating Scale for Oral Presentation

The presenter… Strongly agree Agree Disagree Strongly disagreeClearly stated the purpose of the presentationWas well organizedWas knowledgeable about the subjectAnswered questions authoritativelySpoke loudly and clearlyMaintained eye contact with the audienceAppeared confidentAdhered to time constraintsHad main points that appropriate to the central topicAccomplished the stated objectives

Suskie (2004)

5. Time Frame for Assessment

• Answer the questions:

*When do you plan to start collecting the information?

*How often will you collect the information?

*Who will be involved in collecting the information?

Reporting Assessment Results

Logan ModelOutcome Measurable Criteria Measurement Tool Time Frame

       

       

       

Results:      

   

       

Analysis and Action:      

   

   

       

Assessment Tips

• Align your departmental goals with the College mission and goals

• You cannot assess everything all at once

• Work together

• Ask the Office of Institutional Research for help ANYTIME

Questions

Thank you for your attention!