strategic planning and assessment planning presentation to clas unit heads nov. 16, 2005 maria...
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STRATEGIC PLANNING AND ASSESSMENT PLANNING
Presentation to CLAS Unit HeadsNov. 16, 2005
Maria CimitileJulie GuevaraCarol Griffin
ASSESSMENT AND STRATEGIC PLANNING
Assessment is a component of Strategic Planning
Assessment Plans will follow the University Assessment Committee format
The assessment plan is “designed to improve student learning”
Assessment Plan Components
1. Schedule for periodic unit-wide faculty assessment discussions
2. Goals that reflect mission and values 3. Objectives that are measurable (derived
from goals)4. List of strategies (measures) to
evaluate student learning outcomes 5. Procedure for data collection and
analysis 6. Anticipated use of findings, including
curriculum/program revisions
1. Schedule for periodic unit-wide faculty assessment discussions
Consider convening a subcommittee to write the plan
Report back to department and get feedback
Edit plan if needed Submit to UAC
2. Goals that reflect mission and values
A. Student Learning Goals – required
B. Other Goals – optional Student goals that are not learning related - high
graduation rate in 4 years, employment rate Faculty goals –opportunities for scholarship
development Programmatic goals –new major emphasis
3. Objectives are measurable (derived from goals)
o Student Learning Objectives (required) Students will be able to evaluate the ethics of behavior in the discipline
o Student ObjectivesThe graduation rate will be 80% or higher
o Faculty ObjectivesThe unit will provide release time for scholarship projects that exceed normal expectations
o Programmatic ObjectivesThe unit will develop a preliminary plan for a new major
Student Learning Outcomes(Objectives)
o Cognitive and skill outcomes What do students know that they didn’t know before, and what can they do that they couldn’t do before? Demonstrable knowledge and skills. o Affective outcomesHow has their college experience impacted students’ values, goals, attitudes, self-concepts, world views, and behaviors. How has it developed students’ many potentials? Enhanced their value to themselves, families and communities.
Outcomes are detailed and specific statements
Outcomes typically use active verbs such as (see handouts on Blooms Taxonomy):
demonstrate articulateillustrate conductdefine describeapply composeanalyze integratecompare comprehendcreate plansynthesize evaluate
This is not an exhaustive list.
4. List of strategies (measures) to evaluate student learning outcomes
Direct measures - evaluation of exams, papers, projects, national exams, interaction with client/internship, artistic performances, etc. Best if done using a rubric (scoring guide).
Indirect measures - student surveys, alumni surveys, grad school or job placement, etc.
5. Procedure for data collection and analysis
From which class(es) will you collect assignments for evaluation?
If you’re using a test, how will you administer it (which students, when)?
Who will do the evaluation? Where will you get other data from? Who will summarize the findings? What do the findings mean?
6. Anticipated use of findings, including curriculum/program revisions
How will you use information to improve curriculum/program by:
changing curriculum if appropriate providing faculty development
resources making budgetary requests informing strategic plans and self
study
Example of report statement Remember you don’t want the findings to just sit on a
shelf; you want to make them useful to you!
Department (subcommittee) will evaluate the assessment findings to:
determine if and what programmatic changes are necessary
determine if and what curriculum changes are necessary
etc.
Example of Table showing the entire process
Goal What will the student know or
be able to do? Student learning
outcomes (objectives)
How will you help students
learn it?Activities
How would you measure each of the behaviors in
column two?Assessment Measures
What are the assessment findings?
What changes have been made based
on assessment findings
Collection Cycle Responsibility for collection
To prepare students to be proficient in (scientific) oral and written communication
Students will communicate scientific observations, analyses, and arguments in a format typically required by a professional biology journal.
Students will communicate scientific observations, analyses, and arguments through group interactions, student presentations, and/or audience of biologist.
Lectures
Readings
Journals
Group discussions
Visual instruction
Oral presentations
Field experiences,
Field notes
Written and other course assignments
Student portfolios
Faculty and student analysis of student portfolios
Senior exit interviews
Alumni survey
Employer survey
Tests
Writing assignments
Portfolio grading inconsistent among instructors
Exit interviews indicate that students feel they had exposure to theoretical perspectives in most classes and felt that they had obtained breadth and depth within the discipline
Employer data not availableAlumni data not available
Rubric for grading portfolios was developed based on discussion of portfolio gradingContinued review of Bio curriculumDevelop and implement employer survey to evaluate graduates preparedness for employmentDevelop and implement alumni survey to discern graduates perception of preparedness for employmentWriting assignment for BIO 210 was revised based on course evaluationBased partly on student evaluations, end of semester course evals were rewritten to strengthen the relationships between course objectives and program goals.
End of Capstone courseOngoing
Begin Fall 06 and collect every two years
Begin Fall 06 and collect every two years
End of each semester
Ongoing review of course evals
Capstone instructors w/
Chair of BIOBiology curriculum committee
Director of Assessment
Individual faculty teaching specific course
BIO Curriculum committees
Biology Department
Goal What will the student know or
be able to do? Student learning
outcomes (objectives)
How will you help students
learn it?Activities
How would you measure each of the behaviors in
column two?Assessment Measures
What are the assessment findings?
What changes have been made based
on assessment findings
Collection Cycle Responsibility for collection
To prepare students to understand the relationship between biology and other disciplines
Students will apply principles and techniques of other sciences to biology.
Students will demonstrate an understanding of how biology influences other disciplines.
Lectures
Readings
Journals
Group discussions
Visual instruction
Oral presentations
Field experiences,
Field notes
Written and other course assignments
Student portfolios
Faculty and student analysis of student portfolios
Senior exit interviews
Alumni survey
Employer survey
Tests
Writing assignments
Portfolio grading inconsistent among instructors
Exit interviews indicate that students feel they had exposure to theoretical perspectives in most classes and felt that they had obtained breadth and depth within the discipline
Employer data not availableAlumni data not available
Rubric for grading portfolios was developed based on discussion of portfolio gradingContinued review of Bio curriculumDevelop and implement employer survey to evaluate graduates preparedness for employmentDevelop and implement alumni survey to discern graduates perception of preparedness for employmentWriting assignment for BIO 210 was revised based on course evaluationBased partly on student evaluations, end of semester course evals were rewritten to strengthen the relationships between course objectives and program goals.
End of Capstone courseOngoing
Begin Fall 06 and collect every two years
Begin Fall 06 and collect every two years
End of each semester
Ongoing review of course evals
Capstone instructors w/
Chair of BIOBiology curriculum committee
Director of Assessment
Individual faculty teaching specific course
BIO Curriculum committees
Biology Department
Example from the GVSU Biology Dept.
Biology Department Mission Statement:
The biology department seeks to prepare students to be critical thinkers, engaged citizens and creative and competent professionals in the biological sciences through integrating meaningful practical experiences with excellent classroom teaching.
Goals and ObjectivesGoal #1 To prepare students for careers where they can make use of their
biological education.
Objectives: Students will be admitted to further educational programs in the biological
sciences or other relevant fields. Students will be placed in jobs that require them to exploit their education
in biology.
Goal #2 To prepare students to be proficient in scientific oral and written communication.
Objectives: Students will communicate scientific observations, analyses, and
arguments in a format typically required by biology professionals in their fields.
Students will orally communicate scientific observations, analyses, and arguments in group interactions and presentations.
Goal #3 To prepare students to understand the relationship between biology
and other disciplines.
Objectives: Students will apply principles and techniques of other sciences to biology. Students will demonstrate an understanding of how biology influences
other disciplines.
Goals and Objectives cont.
Goal#4 To provide students with knowledge of the unifying principles and major concepts in biology.
Objectives: Students will demonstrate mastery of biological principles and concepts. Students will investigate biological processes using diverse scientific
approaches or different scales. Students will demonstrate an understanding of how historical
developments have contributed to our current understanding of biology.
Goal #5 To inform students about the values and ethics that guide biologists in their profession, and encourage them to use these ethics and values to guide their own practice.
Objectives: Students will apply their understanding of biology to arrive at their
positions on ethical controversies involving biology . Students will articulate the ethical dimensions of biological research. Students will consider the ethical dimensions of doing biological research
Goals and Objectives cont.
Goal #6 To further students’ understanding of the scientific method.
Objectives: Students will demonstrate their ability to apply the scientific method Students will select and use appropriate techniques and methodologies to
do research. Students will be able to locate and critically evaluate scientific information.
Goal #7 To foster students’ ability to be engaged citizens and lifelong learners by making use of their biological education.
Objectives: Students will participate in extracurricular service activities; Students will participate in extra-curricular professional development
activities. Students will consider the biological consequences of their personal
decisions.
If you have questions or need more resources, contact Maria or Julie.
We’re here to [email protected] [email protected] 331-2400