understanding assessment the basics office for institutional effectiveness and assessment

Understanding Assessment

The Basics

Office for Institutional Effectiveness and Assessment

What is assessment?

The ongoing process of:

• Establishing clear, measurable expected outcomes.

• Ensuring that participants have sufficient opportunities to achieve those outcomes.

• Systematically gathering, analyzing and interpreting evidence to determine how well results match expectations.

• Using the resulting information to understand and improve a program.

Academic Assessment

Assessment as a Four-Step Continuous Cycle. Adapted from Assessing Student Learning (Suskie, 2010).

Office for Institutional Effectiveness and Assessment | www.clemson.edu/assessment/

http://www.clemson.edu/assessment/

Steps in the Assessment Process

1. Develop program mission that aligns to the University’s Mission.

2. Identify goals for the program.3. Map the outcomes through the program.4. Identify useful and feasible methods of measurement.5. Tabulate, analyze, and report assessment results.6. Use assessment results for continuous improvement.



Outcomes respond to these questions…

• What is the general outcome that is sought?• What skills or knowledge should show improvement

or gains?• What has changed for, in, or about the student,

course, program?



Characteristics of Outcomes

• Precise and support only one interpretation• Describe an observable behavior• Specify conditions under which that behavior is

performed• Specify criteria for accomplishment



Bloom’s Taxonomy (Revised)

In 2001, Anderson and Krathwohl revised Bloom’s taxonomy to include active verbs that are well suited for outcome-oriented language and workable objectives.

REMEMBER UNDER-STAND APPLY ANALYZE EVALUATE CREATE

ArrangeDefine

DescribeIdentifyLabelList

MatchOutline

RecognizeRecallRepeat

Reproduce

ClassifyConvertDefend

DistinguishExplain

EstimateInterpret

InferParaphraseSummarizeTranslate

ApplyChangeChoose

ComputeDemonstrate

DramatizeEmploy

IllustrateManipulate

ModifyOperatePracticeProduce

Solve

AnalyzeAppraise

CategorizeCompareContrastCriticizeDiagram

DifferentiateDiscriminateDistinguishExamine

ExperimentQuestion

Model

AppraiseArgueAssess

ConcludeDefend

EvaluateJudgeJustify

SupportValue

ArrangeAssembleCombineComposeConstruct

CreateDesign

DevelopFormulateGenerate

PlanSynthesize

Write



Sample Learning Outcomes

• Design and develop an organizational research project from inception to presentation of the results.

• Demonstrate knowledge of quantitative and qualitative research methodologies.

• Use SPSS to analyze research data.

• Apply the scientific method to define and solve problems.



Map Outcomes Through Program

• A curricular map tells where in the curriculum the students obtain the knowledge and skills associated with the outcome.

• For academic programs, every course should contribute to at least one learning outcome.

Example of a curriculum map for an academic program

Learning

Outcome 1

Learning

Outcome 2

Learning

Outcome 3

Learning

Outcome 4

Learning

Outcome5

Course # 101 I I Course # 201 R I R Course # 230 I R Course # 310 R R Course # 360 M M RCourse # 401 M MCourse # 480 M M

Internship M Note: I, R, and M describe the students' experiences with the learning outcome. I = Student Introduction to the learning to occur; R = Student Reinforcement of the learning; M = Student Mastery that learning has occurred. Every course should contribute to at least one learning outcome.



Identify Methods of Measurement

Direct Measures Indirect MeasuresSpecific course assignments Oral presentations Embedded test items Capstone projects PortfoliosPre/Post testingResearch projects or papersManuscript submissionsComprehensive examsThesis/dissertation Licensure/Certification exams National/standardized exams

Surveys (student satisfaction, employer,

etc.)InterviewsFocus groupsCase studies



Define Performance Expectations

• Acceptable levels of performance need to be established.Examples:

80% of students pass with a score of 8 or higher on a 10-point rubric.

85% of students are satisfied or very satisfied.

• Expectations should be both ambitious and attainable.

• Unreached goals often provide direction for program change and renewal.



Summarize Assessment Results

• After assessment data are collected, scored, and analyzed, results need to be summarized.

• Patterns, predictions, problems, and questions should become apparent while summarizing the data.

Final Project, Music 481 Renaissance Motet (21 completed)

Sample results


Rubric Scores1 2 3 4

Stylistic Mastery 4.7% 33.33%

28.57%

33.33%

Text Setting 9.52% 24.24%

28.57%

23.8%

Vertical Sonority 4.76% 28.57%

47.61%

19.04%

Counterpoint 9.52% 23.8% 52.38%

14.28%


Assess for Continuous Improvement

Participants (including students) should discuss results.


Examples of Closing the Loop for an Academic ProgramChanges to Assessment

Plan• Revise intended outcomes• Collect additional data to support and

align with institutional outcomes

Changes to Curricula and/or Pedagogy

• Revise course content• Revise course objectives• Revise course sequence

Changes to processes • Modify frequency or schedule of course offerings

• Revise advising processes• Create co-curricular activities• Implement training or workshops


Office for Institutional Effectiveness and Assessment

Assessment and accreditation resources are available on our website at www.clemson.edu/assessment/:

• Assessment Handbook

• Accreditation Reports and Guides

• Survey Guides and Results




understanding assessment the basics office for institutional effectiveness and assessment

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