Assessment: A Mirror with 2 Faces

Accountability Reflective Practice

Accountability Reflective Practice

You can’t manage

what you can’t measure.

Program Review:A Discovery ProcessA Circle that Never Ends

Purpose:To assist faculty and staff in

providing high demand, quality programs that remain responsive to the needs and interests of students, the workplace, and relevant baccalaureate programs in our region.

It’s a Means to an EndNot a Deficit Model

Purpose: Something we all care about. No assumption that program doesn’t

measure up – or even needs improvement. About students – having what they need

and deserve. Providing instruction Producing Learners

Program Review

Authentic Formative Assessment

Assessment Cycle

INFORMATION COLLECTION

REASSESSMENT ANALYSIS (and then perhaps more info. collection)

CHANGE

PLANNING (problem solving)

Assessment is aTeam Sport

The Participants

Individuals or committees

Share a passion for their program and teaching

Pre-conceived notions of problems/solutions

Attitudes toward assessment

The Document Itself: Major Components

Data Elements: Enrollment, Academic Progress, Retention, Transfer, Employment

Mission and Goals, including Special Populations, External Input, Recruitment

Curriculum - Outcomes-Based Skills and Competencies Scope and Sequence Core Requirements Developmental Courses Workbased-Learning Teaching Methodologies Assessment Strategies Desired/Anticipated Revisions

Instructional Support Staffing Support Services Facilities Professional Development Budget

Additional Areas of Inquiry

Strengths, Weaknesses, Plans for Revision

Data

Enrollment Academic Progress Retention Student Population Student Transfer Student Employment Surveys Focus Groups

Engineering ScienceNew Students, Fall

0

10

20

30

40

1991 1992 1993 1994 1995 1996

Curriculum

skills

competencies

understandings

learning experiences

requirements

assessment

Examples: Question 11

Major Educational Outcomes of the Academic Support Services

Students who participate regularly in the Academic Support Services acquire the skills to manage their own learning.

Students who participate regularly in the Academic Support Services acquire the skills to evaluate their strengths and weaknesses.

Students who participate regularly in the Academic Support Services acquire the skills to articulate what they have learned.

Students who participate regularly in the Academic Support Services acquire the skills to formulate and achieve their own educational and vocational goals.

11. Please indicate below the major educational outcomes for students enrolled in this program, how each outcome is attained (i.e., through a specific named course, activity, or project) and how the attainment of each outcome is assessed. Five to ten major programmatic outcomes should be listed. If there is nothing currently in place that is intended to provide for the attainment of a particular outcome or to assess the extent to which the outcome has been realized, please leave the appropriate space blank. The “blanks” will help to identify areas that need further development.

Student Outcome/Competency

 

Assessment Criteriaand Methods

What should the student be able to do? (Performance/knowledge expectations for program graduates listed in student outcome terms.) 

What activities/ assignments will enable the student to achieve it? (If the strategy is contained within a particular course, please list the course first, with the relevant activity or activities listed next to each course.)

How do the instructor and student know that the competency has been achieved? How is the student’s performance judged? 

Strategies for Attainment

Section III: Curriculum 

Student Outcomes/ Competencies

Strategies for Attainment

Assessment Criteria and Methods

Student applies previewing skills when reading articles.

Student is encouraged to identify the title, locate headings and subheadings, identify bold face, illustrations, graphic aids, chapter questions, and summaries.

Student can describe the contents of the article, making specific references.

Student determines the main idea of a paragraph.

Student finds the sentence that tells what the whole paragraph is about if the main idea is stated. Student lists supporting details and generates his/ own sentence if the main idea is not explicitly stated.

Student is successful, on practice quizzes, identifying the main idea or creating one when the main idea is not present.

READINGObjective 1: Students who participate regularly in the Academic Support

Services acquire the skills to manage their own learning.

Start to Finish ...

Participants Program

Program Review Document• Questions• Data• Discovery/Questioning

StrengthsWeaknesses

RecommendationsPlans for Improvement

Organization Phase

I Meeting with Provost

Celebration of Effort and Achievement

Supportive Discussion of

Implementation of Plans for Improvement

Follow-Up

II. I. D. of Action Plans, Time Lines, Budget Requests

II. Budget Follow-through

III. Action Plan Follow-up

Improving Teaching and Learning

Revise teaching strategies to improve student achievement

Revise course content to assure appropriate attention to areas that need increased attention

Replace or revise courses, programs, services Change sequence of courses Add a requirement or required course Enhance the advising process Increase focus throughout the co-curriculum Increase/enhance support services

(Jeffrey Seybert, Johnson County Community College)

You can’t manage

what you can’t measure.

Assessment Cycle

INFORMATION COLLECTION

REASSESSMENT ANALYSIS (and then perhaps more info. collection)

CHANGE

PLANNING (problem solving)