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Assessment in Real Life
Abigail LeederRamah Leith
Jessica Wilson
Program Outcomes
Participants will be able to describe the steps in the assessment cycle.
Participants will be able to identify strategies to use at each step of the assessment cycle.
Participants will be able to write an assessment plan for a project.
Cycle of Assessment
Types of Assessment Tracking – monitoring who uses our programs, services and
facilities (e.g. raw numbers, frequency, age, class standing, gender, race, residence, etc).
Needs Assessment – identifying needs of our students and clientele (e.g. student perceived, research supported, and institutionally expected).
Satisfaction Assessment – measuring the level of student and clientele satisfaction with our programs, services, and facilities.
Student Cultures and Campus Environments Assessment – assessing the collective perception of campus and student experience (e.g. campus climate, academic environment, residential quality of life).
Cost Effectiveness Assessment – determining whether the programs, services and facilities we offer to students are worth the cost.
Assessment Types
Learning Outcomes Assessment – measuring the impact our services, programs and facilities have on students’ learning, development, and student success.
Comparable Institution Assessment – identifying how the quality of our programs, services and facilities compare with peer institutions’ best practices.
National Standards Assessment – using nationally accepted standards to assess our programs and services (e.g. national assessment inventory– EBI, CAS standard self-assessment, departmental review by consulting group).
Real Life
Abigail Leeder- Student Learning, One Time Workshop Assessment
Jessica Wilson- Needs Assessment Ramah Leith- Tracking Assessment Abigail Leeder- Student Learning, Student
Leader Assessment
Student Learning, One-Time Workshop
AssessmentAbigail Leeder
SWAT Workshop Assessment
Step One: Define
http://www.youtube.com/watch?v=BhiGiUnJXps
PROGRAM/DEPARTMENT GOALS The Sexual Wellness Advocacy Team (SWAT) a group of student educators that use theatre and other interactive activities to educate their peers about sexual assault and healthy relationships.
Step One: Define PROGRAM/DEPARTMENT GOALS Train 18 students per term to serve as
peer educators on issues of Sexual Assault & Dating Violence
Present 90 minute educational programs to at least ten student groups per term that educate campus audience on the dynamics of sexual violence
Present the original production “It Can’t Be Rape” to all incoming students at IntroDUCKtion on the Dynamics of Sexual Violence
Step One: DefineAfter attending a SWAT Educational
presentation students will be able to:
Understand the definition of consent (in the context of sexual activity)
Recognize and name common myths around sexual violence.
Identify and model appropriate bystander behaviors
Be able to list existing campus and community resources available to survivors of sexual violence.
Step One: DefineThrough SWAT presentations we wish to: Humanize the experience of being a
sexual assault survivor by inviting audience members to empathize with a character in that position
Place sexual assault in context of the experience of a college student
Give students the ability to recognize dangerous and oppressive behaviors of perpetrators of sexual assault
Encourage further discussions among peers about the impact of sexual violence on the community
Encourage communication as a core component of a healthy relationship
Step Two: Program DESIGN PROGRAM TO MEET OUTCOMESThrough a weekly class and a two-day retreat Peer Educators
develop 90 minute presentations using theatre and other interactive training methods to meet desired outcomes
IMPLEMENT PROGRAMPresent to residence halls, fraternities and sororities, student
groups
Step Three: Assessment Methods
HOW DETERMINE WHAT YOU WILL MEASURE?
A desire to understand the impact on student learning and the effectiveness of the presentations in reaching learning outcomes
WHAT DID YOU USE TO MEASURE IMPACT OR GATHER DATA?
Half-sheets of paper filled out at the end of the workshop and entered into StudentVoice
HOW DID YOU ANALYZE THE DATA?
Percentages
Step Four: Evaluation
BASED ON DATA, HOW EFFECTIVE WAS THE PROGRAM AT MEETING YOUR OUTCOMES? Spring Term Workshop Evaluations 259 Respondents
Step Four: Evaluation
Step Four: Evaluation WHAT DID YOU DO WITH THE DATA TO INFORM YOUR NEXT STEPS
OR FUTURE PLANNING?Presenters read through after each presentation and make adjustmentsWe evaluate results on a whole at each planning retreat WHERE DID YOU REPORT THE RESULTS?Here!
Satisfaction and Needs Assessment
Jessica WilsonQueer Student Satisfaction and Needs
Assessment
Step One: Define
GOALS1. To assess how well the UHC was meeting the
needs of our LGBTQ student population2. To assess LGBTQ students’ perceptions of the
UHC3. To gather this information that is relevant to
the clinical population
Step One: Define
OUTCOMES1. The UHC will identify areas of growth2. The UHC will dedicate time to make changes
in order to serve the LGBTQ student population well
Step Two: Program
Campus colleague assistance LGBTESSP for students comments
and good use of language UCTC for facilitation of focus groups
Step Three: Assessment Methods
What will speak loudest to the clinical staff; Qualitative data Quantitative data
Assessment; Gathering Data
Student in-service Focus groups Colleague experience Student Voice
Data Analysis
Focus Groups Confidential, taped conversations. Noted trends, and outliers
Student Voice Numbers and trends provided
Step Four: Evaluation
Did we need to do all four types of assessment?!?!
No…and yes All information was consistent, but
knowing the audience was much more important
Evaluation: Next steps
Presentations at various UHC committees UHC commissioned a task force to report on
data and make recommendations Final report was given to UHC’s Executive
members for endorsement Diversity Action Committee charged with
making sure changes are implemented
Tracking AssessmentRamah Leith
Male Bystander Awareness Campaign
Step One: Define
PROGRAM/DEPARTMENT MISSIONHealth Promotion’s Department Mission: We work to develop healthy campus
communities that support students in reaching their full potential by providing health promotion, education and prevention information and services. In addition we are committed to providing student leadership opportunities under the guidance of social justice within a public health framework.
Step One: Define
PROGRAM GOALSMission:Be That Guy is a campaign meant to advocate,
highlight and support all the great men we have on this campus by empowering them to be active and engaged around sexual assault prevention issues.
Goal:To educate and empower UO men about sexual assault
prevention and how to not be a silent bystander when witnessing possible sexual assault situations.
Step Two: Program
Men’s Center SWAT
BTG Wall
The “Be That Guy” Take Back the Night Rally, Tabling and March
Step Three: Assessment Methods
WHAT DID YOU USE TO MEASURE IMPACT OR GATHER DATA?
Online Survey HOW DID YOU ANALYZE THE DATA? what marketing practices were most usefulevents most attendedBTG products receivedcampus and community affiliation
Facebook26%
Peer Health
Educator19%
Housing Flyer3%
Daily Emerald Ad5%
UO Men's Center4%
Fraternity10%
Packets Handed out by
Peer Health4%
Health Center Lobby Board
3%
Counseling Center Gallery
Wall2%
EMU Con-course Display
4%
Wellness Wednesday Article in the
Emerald2%
Tabling in the EMU
9%
Take Back the Night Tabling and/or Event
6%
Presentation Given to your Organization/Group
3%
Marketing
3%
22%
6%6%
8%
1%
53%
UO athlete UO Fraternity memberPast or Current Peer Health Educator UO Faculty/StaffCommunity Member UO AlumniUO student
Respondents Affiliation
Monday - By-stander Inter-vention Pre-
sentation23%Tuesday - 5K
Run12%
Wednesday - MOTIVATE Walk
7%
Thursday - Take Back the Night Event
26%
Monday - Thursday - EMU
tabling20%
Picture Taking Day12%
Events
Step Four: Evaluation
Advertise earlier. Provide more of an incentive to get
participation. Offer several nights for the Bystander
Intervention Training so more men can attend. Get more campus groups involved. Have a better location for the Bystander
Intervention Training.
Step Four: Evaluation
WHERE DID YOU REPORT THE RESULTS?Director of Health PromotionDirector of the Health CenterProgram and campus partnersPossible publications in College Health Journals.Possible presentations at the Oregon College Health
Association Conference and the American College Health Association Conference.
Student Leader Assessment
Abigail LeederSWAT Student Leader Assessment
Step One: Define PROGRAM/DEPARTMENT
MISSIONThrough innovative educational presentations the Sexual Wellness Advocacy Team advocates for healthy sexual relationships and works to prevent sexual assault and dating violence on campus via creative and experiential programming.
Step One: Define
The SWAT program has two major components:
a weekly class during the academic year where students devise and present theatre based workshop presentations for their peers
a summer production performed for incoming first year students during new-student orientation.
Step One: Define PROGRAM OUTCOMESThrough enrollment in weekly class and
presenting at least four workshops per term SWAT Leaders will:
Understand, analyze and critique the role of power and control in gender-based violence
Understand gender based violence in the context of larger societal oppression, including the intersectionality of oppressions
Understand and the dynamics of sexual assault, relationship violence and stalking
Step One: Define Recognize that sexual violence is
a learned behavior Recognize and dispel common
myths around sexual violence. Understand the definition of
consent (in the context of sexual activity) and demonstrate knowledge of its application in everyday situations
Identify and model appropriate bystander behaviors.
Gain knowledge about the existing campus and community resources available to survivors of sexual violence.
Step Two: Program
DESIGN PROGRAM TO MEET OUTCOMES
Curriculum development Guest Speakers, Reading
Materials, Campus Initiatives Incorporation of Best
Practices in teaching and peer-education
IMPLEMENT PROGRAM Weekly classes, workshops,
retreats
Step Three: Assessment Methods
HOW DETERMINE WHAT YOU WILL MEASURE?
Desire to assess student learning
WHAT DID YOU USE TO MEASURE IMPACT OR GATHER DATA?
End of term surveys, anonymously filled out that assess fulfillment of learning outcomes
HOW DID YOU ANALYZE THE DATA?
Studentvoice.com, data entered by student worker
Step Four: Evaluation BASED ON DATA, HOW EFFECTIVE WAS THE PROGRAM
AT MEETING YOUR OUTCOMES? Spring 2011 14 Respondents
Step Four: Evaluation
Step Four: EvaluationQ27. Do you have any other comments or suggestions about
the SWAT experience? Although greek life does need our help, we should try to
outreach to more identity based unions, so our resources are more fairly allocated to broader spectrum of the community. More youth education! Lets get swat into high schools and junior high populations.
Best club, activist organization, student leadership experience on campus. life-changing. swat enriched my college experience by providing a safe community of UO students committed to a common cause of ending sexual violence and learn together.
I love swat and Abigail! I LOVE SWAT. One of the best parts of college. I wouldn't have been
able to cope with my own victimhood of sexual assault without it. I will miss SWAT more that I can ever explain. SWAT is my family. I will always love it and feel blessed to have been a part of it. Thank You.
We should get more funding because we rock!
Step Four: Evaluation
WHAT DID YOU DO WITH THE DATA TO INFORM YOUR NEXT STEPS OR FUTURE PLANNING?
Read, envision, incorporateWHERE DID YOU REPORT THE RESULTS? Here!
Done!!Any questions?