ASSESSMENT FRAMEWORKUNIVERSITY OF WISCONSIN–MADISON

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Presenter• Mo Bischof, Associate Vice Provost, Director of Assessment

mo.bischof@wisc.edu | provost.wisc.edu/assessment

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01 | OVERVIEW OF CONTEXT FOR ASSESSMENT OF STUDENT LEARNING IN HIGHER EDUCATION

02 | STUDENT LEARNING ASSESSMENT FRAMEWORK AT UW-MADISON

03 | TIMELINE, PROGRESS AND CHALLENGES

04 | ALIGNMENT WITH MAJOR CAMPUS INITIATIVES

05 | QUESTIONS AND DISCUSSION

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NATIONAL CONTEXT

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National Context• Focus on student learning in higher education has shifted – “value question”

• Emerging pedagogies/technology – learner-centered approaches

• Shift from inputs (delivering content) to outputs (learning impact)

• Cross-functional processes, less reliance on local only

• Re-accreditation guidelines (more on that later)

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Bottom LineExpectations require evidence to demonstrate student learning and the value

of a degree.

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ASSESSMENT AT UW-MADISON

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Milestones1991 1996 1998 2003 2005 2007 2008 2009 2011 2012 2013 2014 2015 2016 2017

Math,Writing

A-CouncilA-Fund

Gen Ed

ProgramReviewProgramPlanning

2003A-Plan

WI-X

Adopted ELOs,

“Convergence”

MIU

EducationalInnovations

Big10/NILOA

VALUERubrics

Hired A-Staff

REACH

2015Assessment

Plan

LO collectionA-Plans

AACULEAP

StudentDigital

Ecosystem

VSA-College Portrait

A-Reports,HLC Prep

HLC WI-Xupdate

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Milestones1991 1996 1998 2003 2005 2007 2008 2009 2011 2012 2013 2014 2015 2016 2017

Math,Writing

A-CouncilA-Fund

Gen Ed

ProgramReviewProgramPlanning

2003A-Plan

WI-X

Adopted ELOs,

“Convergence”

MIU

EducationalInnovations

Big10/NILOA

VALUERubrics

Hired A-Staff

REACH

2015Assessment

Plan

LO collectionA-Plans

AACULEAP

StudentDigital

Ecosystem

VSA-College Portrait

A-Reports,HLC Prep

HLC WI-Xupdate

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2015 Assessment Plan Principles• Activities of academic life are evaluative; systematic approaches make

them assessment

• Student learning assessment supplements program and curricular review

• Assessment informs decision-making across institutional, school/college,

division, department/program and course-level

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2015 Assessment Plan Principles• Assessment if ongoing and iterative; it promotes program excellence and

explores questions about students’ educational experiences

• Assessment activities are faculty driven

• Collaboration between academic departments and co-curricular programs

identifies and aligns opportunities for assessment student learning across

the students’ educational experience

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Student Learning – HLC Accreditation

2018-19 UW-Madison Re-accreditation Higher Learning Commission

Criterion2008-2009 2018-2019

1. Mission & Integrity 1. Mission

2.Resource &

Infrastructure

2. Integrity: Ethical &

Responsible Conduct

3. Student Learning &

Effective Teaching

3. Teaching & Learning:

Quality, Resources &

Support

4. Acquisition, Discovery

& Application of

Knowledge

4. Teaching & Learning:

Evaluation &

Improvement

5. Engagement & Service 5. Institutional

Effectiveness

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WWHSW Model• What – Articulate student learning outcomes

• Where – Identify where in the curriculum the learning takes place

• How – Develop an assessment plan; engage in at least one assessment activity per

year; direct assessment within a 1-3-year period

• So What – Report findings annually to the Office of the Provost; use findings as a

basis for improvement, program review, curricular change

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WWHSW Model

WHATDevelop/Revise Learning Goals

Academic Program Assessment(WWHSW)

WHEREMap Learning Goals to Curriculum & Student

Experiences

HOWDevelop & Conduct

Assessments (metrics, measures)

SO WHATInterpret/Report and

Use Findings

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Learning Assessment Timeline• July 2015 – Programs submitted learning outcomes, published to Guide (nearly 100%

reported)

• July 2016 – Programs submitted 3-year assessment plans (~70% UGs, 67% Masters,

80% Ph.Ds)

• Nov. 2017 – Assessment annual reports due, report template (in-design); report

through AEFIS tool

• Ongoing – Program assessment reports will be submitted annually to the Office of the

Provost

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Learning Outcomes Practices• Work directly with departments, not via dean’s offices; one consistent

message

• Centralized infrastructure in place to collect learning outcomes,

assessment plans, assessment reports

• Common templates for curricular maps, assessment plans, assessment

reports

• Training sessions, group workshops, one-on-one workshops

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Infrastructure, Resources and Support• Work directly with departments, not via dean’s offices; one consistent message

• Centralized infrastructure in place to collect learning outcomes, assessment

plans, assessment reports

• Common templates for curricular maps, assessment plans, assessment reports

• Training sessions, group workshops, one-on-one workshops

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Infrastructure, Resources and Support• Assessment tools, including an enterprise implementation of on-line

course/learning assessment solutions

• Institutional Shared Data: APIR data for undergraduates (NSSE data, enrollment,

degree trends, grade gap analysis, curricular data, etc.)

• Institutional Shared Data: Graduate School Exit Surveys

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Challenges – Cultural Change• For programs that are not subject to disciplinary accreditation, assessment

may perceived as a extra work – something imposed.

• Cultural change is evolutionary

• Keys to success - context• Illustrate student benefit• Programs in control of their own assessment data• Infrastructure that facilitates participation• Communication, communication, communication

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Aligning Assessment & Major Initiatives• Student Digital Ecosystem - connects the student information system, learning

management system , curriculum management systems, and online assessment

tools for interoperability and flexibility; support academic improvement efforts at scale

• REACH – transforming large, introductory, lecture-based courses into sustainable,

active learning environments that increase students’ engagement in their own

learning.

• Wisconsin Experience – updated to efforts to meld a learning experience rich in

high impact practices and experiential learning with the Wisconsin Idea

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Student Digital Ecosystem

Student info system

Curriculum Management System

• Academic policy• Curricular structure• Academic approvals• Course scheduling• Program LOs, Course

LOs

T&L Tools – Unizin plus• LMS (Migration to Canvas)• Integrated course-level Learning

Analytics• Content sharing• Other tools

Student Learning Assessment

• Programs/Course

FERPA

Private

Public

BI tools, Tableau

Advising Gateway

Career Services

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REACH Initiative• Large enrollment, introductory course, lecture transformation

project

• Currently 9 courses in 2016-17 expanding to 12 and beyond

through 2021– impacting over 15,000 students per year

• Active learning and detailed assessment proceeding in an

integrated manner.

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Wisconsin ExperienceEmpathy and Humility

• Develop and demonstrate cultural understanding of

self and others

• Engage locally, nationally, and globally in respectful

and civil manner

• Appreciate and celebrate one another’s abilities,

views, and accomplishments

Relentless Curiosity

• Actively learn with expert teachers, scholars, and

peers

• Engage in creative inquire, scholarship, and research

• Develop resilience and foster courage in life and

learning

Intellectual Confidence

• Develop competence, depth and expertise in a field of

study

• Integrate ideas and synthesize knowledge across

multiple contexts

• Exercise critical thinking and effective communication

Purposeful Action

• Apply knowledge and skills to solve problems

• Engage in public service, partner with others, and

contribute to community

• Lead for positive change

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Faculty Perspectives“Course redesign begins with the careful identification of learning outcomes and of ways

to assess students’ progress towards those outcomes. Assessment at the course level

can then be aligned with program- and campus-level assessment effort.”

“As we explore new pedagogies and new instructional technologies, UW’s systematic

approach to assessment will keep student learning front and center, where it belongs.”

Professor John ZumbrunnenPolitical Science, UW-Madison

THANK YOU.