1 Assessment Gary Beasley Stephen L. Athans Central Carolina Community College Spring 2008.
-
Upload
cecily-cobb -
Category
Documents
-
view
216 -
download
0
Transcript of 1 Assessment Gary Beasley Stephen L. Athans Central Carolina Community College Spring 2008.
11
AssessmentAssessment
Gary Beasley Gary Beasley Stephen L. AthansStephen L. Athans
Central Carolina Community College Central Carolina Community College Spring 2008Spring 2008
22
Session OutcomesSession Outcomes
At the conclusion of this session, attendees will be able to:At the conclusion of this session, attendees will be able to:– Define assessment as measured by the end of session evaluation Define assessment as measured by the end of session evaluation
(standard 90% of attendees will answer correctly)(standard 90% of attendees will answer correctly)– Articulate the purpose of assessment as measured by the end of Articulate the purpose of assessment as measured by the end of
session evaluation (standard 90% of attendees will answer session evaluation (standard 90% of attendees will answer correctly)correctly)
– Order the five steps in the assessment cycle as measured by the Order the five steps in the assessment cycle as measured by the end of session evaluation (standard 90% of attendees will answer end of session evaluation (standard 90% of attendees will answer correctly)correctly)
– Identify the components of a student learning outcome statement Identify the components of a student learning outcome statement as measured by the end of session evaluation (standard 90% of as measured by the end of session evaluation (standard 90% of attendees will answer correctly)attendees will answer correctly)
– Apply the principles taught in this session by utilizing a template for Apply the principles taught in this session by utilizing a template for writing outcome statements as measured by participation in the writing outcome statements as measured by participation in the hands-on activity (100% of attendees will participate in the group hands-on activity (100% of attendees will participate in the group activity)activity)
33
What is assessment?What is assessment?
44
The The systematicsystematic and and ongoing processongoing process of of documentingdocumenting the evaluation and the evaluation and improvement of processes.improvement of processes.
In the classroom this process documents, In the classroom this process documents, usually in measurable terms, knowledge, usually in measurable terms, knowledge, skills, attitudes, and beliefs.skills, attitudes, and beliefs.
AssessmentAssessment
55
What is the purpose of What is the purpose of assessment?assessment?
66
What is the purpose of assessment?What is the purpose of assessment?
The purpose of assessment is to The purpose of assessment is to improveimprove what we are doing well, but could do better what we are doing well, but could do better
The goal is to increase student learningThe goal is to increase student learning– In the classroom we assess learningIn the classroom we assess learning– In other departments, we assess services to In other departments, we assess services to
remove barriers to learningremove barriers to learning
77
AssessmentAssessment
IS:IS:– Is focused to improve Is focused to improve
student learningstudent learning– Is a tool to improveIs a tool to improve– Is constructiveIs constructive– Is safe—non-Is safe—non-
threateningthreatening
IS NOT:IS NOT:– Is not used to as annual Is not used to as annual
performance performance evaluations for evaluations for instructorsinstructors
– Is not a “stick” for Is not a “stick” for disciplinediscipline
– Is not destructiveIs not destructive
88
Good, better, best,Good, better, best,
Never let it rest.Never let it rest.
If it is good, make it better. If it is good, make it better.
If it is better, make it best.If it is better, make it best.
99
““Incremental change over Incremental change over time can be radical.”time can be radical.”
WegenkeWegenke
1010
Types of AssessmentTypes of Assessment
Assessment of Student LearningAssessment of Student Learning– Program OutcomesProgram Outcomes– Student Learning Outcomes (course outcomes)Student Learning Outcomes (course outcomes)
Assessment of ServicesAssessment of Services– Work unit goalsWork unit goals– OutcomesOutcomes
1111
Assessment flows from the Assessment flows from the work unit missionwork unit mission
1212
Program Outcomes
Course Outcomes Course Outcomes Course Outcomes Course Outcomes
1313
Student Development
Admissions & Records
Counseling Financial Aid
Increase InquiriesDecrease transcript
evaluation time
Ensure students choose the correct
major
Increase the number of contacts
counselors make withstudents
Reduce the number of purged students
Increase the number of students qualifying
for financial aid
1414
Characteristics of Effective Characteristics of Effective AssessmentAssessment
Relates to work unit goalsRelates to work unit goals Focuses on a few vital elements to measureFocuses on a few vital elements to measure Fosters improvementFosters improvement Is well communicatedIs well communicated Is reviewed as often as appropriateIs reviewed as often as appropriate Provides information on level, trend, and Provides information on level, trend, and
comparative/competitive datacomparative/competitive data Focuses on the long-term well-being of the Focuses on the long-term well-being of the
students and the programstudents and the programAdapted from Englekemeyer, 1998
1515
Identify Outcomes
Identify Success Criteria (standard)
Identify Assessment Processes / Methodologies
Action Plan
Analyze Results
Assessment Cycle
1616
Key QuestionsKey Questions
What is to be evaluated?What is to be evaluated? What is your assessment methodology? What is your assessment methodology?
(How are you going to measure?)(How are you going to measure?) What are your standards for success?What are your standards for success? What are we going to do about it?What are we going to do about it? Did we change? (better or worse)Did we change? (better or worse)
1717
Identify Outcomes
Key Question—Key Question—What is to be evaluated, What is to be evaluated, assessed, measured?assessed, measured?
Should be linked to work unit goalsShould be linked to work unit goals Needs to be clearNeeds to be clear Needs to be specificNeeds to be specific Answers Who? and What?Answers Who? and What?
1818
Identify Assessment Processes / Methodologies
Key Question--Key Question--What this is your assessment What this is your assessment methodology? methodology?
How you are going to measure performance, skills, How you are going to measure performance, skills, attitudes, behavior, etc.?attitudes, behavior, etc.?
May include surveys, standardized tests, May include surveys, standardized tests, observations (number of inquiries or participants, observations (number of inquiries or participants, phone calls, etc.), rubrics, projects etc. phone calls, etc.), rubrics, projects etc.
Focus groupsFocus groups
1919
Identify Success Criteria (standard)
Key question--Key question--What are your standards for What are your standards for success?success?
How do you know when you have been How do you know when you have been successful/unsuccessful?successful/unsuccessful?
BenchmarksBenchmarks– Need to know from where you are starting Need to know from where you are starting – Use comparable data from other institutionsUse comparable data from other institutions– Externally set (NCCCS Performance Measures)Externally set (NCCCS Performance Measures)
Set reasonable expectationsSet reasonable expectations What is good enough?What is good enough?
2020
Action Plan
Key Question--Key Question--What are we going to do What are we going to do about it?about it?
Identify the specific strategies you will Identify the specific strategies you will employ to reach your desired outcomeemploy to reach your desired outcome
Employ those strategiesEmploy those strategies
2121
Analyze ResultsAnalyze Results
Key Question--Key Question--How did we do?How did we do? This is the step that “closes the loop”This is the step that “closes the loop” What actions can be taken to close the gap What actions can be taken to close the gap
between where you currently stand and what you between where you currently stand and what you have determined to be your standard of success?have determined to be your standard of success?– May decide to raise the standardMay decide to raise the standard– May decide that you are good enough and want to focus May decide that you are good enough and want to focus
on other deficiencies on other deficiencies – May decide to do periodic evaluations to ensure May decide to do periodic evaluations to ensure
acceptable trends acceptable trends
2222
Identify Outcomes
Identify Success Criteria (standard)
Identify Assessment Processes / Methodologies
Action Plan
Analyze Results
Assessment Cycle
2323
Writing OutcomesWriting Outcomes
Somebody/group will do something as Somebody/group will do something as measured by this assessment measured by this assessment instrument/methodology to the standard.instrument/methodology to the standard.
2424
Writing OutcomesWriting Outcomes
Somebody/group will do something as measured by this assessment Somebody/group will do something as measured by this assessment instrument/methodology to the standard.instrument/methodology to the standard.
WhoWho What (active verb)What (active verb) MeasureMeasure StandardStandard
– WhenWhen– Measurable criteriaMeasurable criteria
2525
Bloom’s TaxonomyBloom’s Taxonomyfor Assessment of Student Learningfor Assessment of Student Learning
Knowledge– Arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order,
outline, recognize, relate, recall, repeat, reproduce, select, state Comprehension
– Classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give example(s), identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, report, restate, review, select, summarize, translate
Application– Apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate,
interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Analysis – Analyze, appraise, breakdown, calculate, categorize, compare, contrast, criticize,
diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test
Synthesis– Arrange, assemble, categorize, collect, combine, comply, compose, construct, create,
design, develop, devise, explain, formulate, generate, plan, prepare, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write
Evaluation– Appraise, argue, assess, attach, choose, compare, conclude, contrast, defend,
describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value
2626
Hands-on ActivityHands-on Activity
2727
Writing OutcomesWriting Outcomes
Who What Measure Standard
2828
ConclusionConclusion
Assessment must be institutionalized—how we do Assessment must be institutionalized—how we do business on a day-to-day basis!business on a day-to-day basis!
Assessment is not a bureaucratic exercise that Assessment is not a bureaucratic exercise that takes place separate from the work we do takes place separate from the work we do everyday in our classrooms and offices. Rather it everyday in our classrooms and offices. Rather it is a critical component of how we think about our is a critical component of how we think about our work with students and their learning outcomes work with students and their learning outcomes associated with our mission. In context, associated with our mission. In context, assessment can be viewed as a simple, yet assessment can be viewed as a simple, yet significant, process.significant, process. St. Louis Community College
2929
AssessmentAssessment
Gary Beasley Gary Beasley Stephen L. AthansStephen L. Athans
Central Carolina Community College Central Carolina Community College Spring 2008Spring 2008