Key Ingredients for Assessment…

Michael Mastalski, IIIIndiana University of Pennsylvania

Why Assessment

Self-Assessment

Assessment Planning Cycle

Henning’s 6 Key Points

Six Core Pillars

Learning Outcomes Measurements

Activity/Discussion

Conclusion

Outline

Assessment is not an activity.It’s a state of mind.

~Gavin Henning

Why Assessment?

Formative Summative

How do you really feel?

Stressed

Not enough time

Beyond my scope

Too hard to understand

Not worth my time

Why change

Its pointless

No one uses it

Who

completes assessment?

Ask Yourself?

What

are you assessing?

Ask Yourself?

When

are you completing assessment?

Ask Yourself?

Where

are you or your unit/department in assessment efforts?

Ask Yourself?

Why

are you completing assessment?

Ask Yourself?

How

is assessment being completed?

Ask Yourself?

Henning, 2012

Six Key Points of Assessment

• Reflection• Goal Set• Consider• Strategize• Measure• Report & Refine

Henning, 2012

The Assessment Cycle

Reflect• Define the Issue

The Assessment Cycle

Goal Set• Goal statement based on the defined

issue• Align assessment with mission and

goals

The Assessment Cycle

Consider• Who are the stakeholders• Applicable theory• Measureable outcomes• Identify and measure inputs• Strategies anchored in theory• Action steps anchored in theory

The Assessment Cycle

Strategize• Measureable outcomes• Identify and measure inputs• Strategies anchored in theory• Action steps anchored in theory• Formative assessment plan for

strategies and measures

The Assessment Cycle

Measure• Outcomes

The Assessment Cycle

Report & Refine• Make sense of the results• Report and present findings• Resource examination (Summative)• Retool program based on formative

formative and summative evaluation

Student

Vision

Culture

Product

Message

Brand

Six Core Pillars

Learning Outcomes

Measurements

Simple

Manageable

Attainable

Realistic

Timely

Inspirational

Educational

SMARTIE Goals

Blooms Taxonomy

(1) Reflect

Define the Issue

(2) Goal Set

Goal statement based on the defined issue

Align assessment with mission and goals

(3) Consider

Who are the stakeholders

Applicable theory

Measureable outcomes

Identify and measure inputs

Strategies anchored in theory

Action steps anchored in theory(4) Strategize• Measureable outcomes

• Identify and measure inputs• Strategies anchored in theory

• Action steps anchored in theory• Formative assessment plan for

strategies and measures

(5) Measure• Outcomes

(6) Report & Refine• Make sense of the results

• Report and present findings• Resource examination (Summative)• Retool program based on formative

formative and summative evaluation

Assessment Resources

ACPA Commission for Assessment and Evaluationhttp://www2.myacpa.org/assessment-home

Gavin Henning’s Bloghttp://gavinhenning.com/

Internet Resources for Higher Education Outcomes Assessmenthttp://www2.acs.ncsu.edu/upa/assmt/resource.htm

NASPA Knowledge Communities, Student Affairs Assessment, Evaluation, and Researchhttp://www.naspa.org/kc/saaer/default.cfm

New Leadership Alliance for Student Learning and Accountabilityhttp://www.newleadershipalliance.org/

National Institute for Learning Outcomes Assessmenthttp://www.learningoutcomeassessment.org/

Student Affairs Assessment Websiteshttp://www.naspa.org/kc/saaer/websites.cfm

References

Upcraft, M. L., Schuh, J. H., (1996). Assessment in student affairs: A guide for practitioners. San Francisco, CA: Jossey-Bass.

Upcraft, M. L., Schuh, J. H., (2009). Assessment methods for student affairs. San Francisco, CA: Jossey-Bass.

(2012, May 22). Assessment planning cycle by Gavin Henning. [Website content].

Retrieved from http://www.gavinhenning.com