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 help!cimitilem@gvsu.edu 331-3123guevaraj@gvsu.edu 331-2400