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Beyond Surveys: Exploring Other Assessment Techniques

Presenters: Gavin Steiger, UHCL

Pamelyn Shefman, UH

Presentation’s Learning Outcomes

After attending this session, participants will be able to:

1. Identify three (3) assessment techniques outside of surveys.

2. Create rubrics for use in their work.

3. Incorporate usage data into the assessment cycle.

Overview

• Focusing your assessment

• Direct and indirect measures

• Assessment methods beyond surveys

Focus on the Learner

As a result of our programs and services, what do we want students to demonstrate that they…

• Know (cognitive SLO)

• Do (behavioral SLO)

• Value and appreciate (affective SLO)

Learning Outcomes – A,B,C,& D

• Audience – who are the learners?

• Behavior – what should they know, do, or

believe?

• Condition – under what conditions should

they perform?

• Degree – what standard is successful?

Learning Outcomes - SMART

• Specific

• Measurable

• Aggressive but Attainable

• Results-oriented

• Time bound

Campus Labs Respond

srs.campuslabs.com

Connect ID #1214

Rubrics

• What is a rubric?

• Why should I use a rubric?

• Who has used a rubric?

Focus Groups

• What is a focus group?

• Why should I use a focus group?

• Who has used a focus group?

Self-assessment and Program

Review• Gathering formative and summative data

(metrics) is a primary means of:- Understanding what is working well- Zeroing in on how to improve services- Justifying additional resources

• Demonstrating the impact of your office on student life, growth and success- Answering how do these supports impact

engagement, persistence and completion

Other Assessment Techniques

1. Using existing data sources

Examples:

Resident Advisor on-duty logs

Operational/Usage Data

NSSE (other surveys)

Performance Evaluations

2. Observations

3. Resumes, cover letters, interviews

Questions?

• Pam Shefman

– pshefman@uh.central.edu

– 713-743-5390

• Gavin Steiger

– Steiger@uhcl.edu

– 281-283-2648

Campus Labs Respond

srs.campuslabs.com

Connect ID #1214

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