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Assessment at Newberry College

Assessment at Newberry College. A Workshop Led by the Academic Assessment Committee February 16, 2011. Reflection on Progress. What is your program doing well? Where were we six months ago? What was the perception about assessment in the past?. How we’ve changed. Fear Confusion

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Assessment at Newberry College

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  1. Assessment at Newberry College A Workshop Led by the Academic Assessment Committee February 16, 2011

  2. Reflection on Progress What is your program doing well? Where were we six months ago? What was the perception about assessment in the past?

  3. How we’ve changed Fear Confusion Emphasis on judgment Top down Jumping through “hoops” Isolated faculty work Resting on laurels Stagnant Floundering Following out-of-date guidelines New-found optimism Sense of direction Culture of improvement Faculty led Focus on student learning Faculty interconnected Welcoming growth Dynamic Moving forward incrementally In step with SACS

  4. Cycle of Assessment

  5. Forms

  6. Form C

  7. An Example

  8. Form D: Data Analysis and Reflection

  9. An Example

  10. Problem Instruments CACP completion Final class grades Passing a class Exam grades Graduate School Acceptance Rates

  11. So How Do We Use What We Have? Most of the tools we currently use to assign a grade require students to demonstrate multiple outcomes.

  12. We need to Mine the Gold!

  13. What about exams/content knowledge? Is the exam a true measure of the outcomes presented? Is the exam in a reasonable format considering the pedagogy of content delivery? Is it possible to disaggregate the exam to get information on each outcome?

  14. How Can You Improve Your Instruments? If you had to turn in Form C today, what data would you gather? How? Do you notice any problems? Obstacles? What would you change about your plan to improve the quality of your data?

  15. The Cycle of Improvement: What can we improve? • The outcome • Was it easy to measure student learning? • Is it possible to increase the level of learning? • The assessment instrument • Did your tool give you the data you need? • Would your program benefit from a different exam question, rubric, or survey? • The assignment • Were the students unable to demonstrate learning because they didn’t understand what was expected of them? • The presentation • Is there a different way to present the material? • Is there technology available to help you?

  16. Planning For Form D • To complete Form D together, what do you need? • Your department’s forms A-C so that your peers can be reminded of the big picture • Data from each faculty member • Enough time to discuss the plan in depth, including past results, plans for assessing new PLOs, and possible changes to your assessment plan • To think ahead so that the entire department is included in the process and is contributing to the overall design and success of your department’s plan (Remember—this isn’t supposed to be a one-person show.)

  17. Designing Instruction • What do you want the student to know and be able to do? (Outcome) • What does the student need to experience in order to achieve outcomes? (Curriculum) • What activities will facilitate the learning? (Pedagogy) • How will the student demonstrate the learning? (Assessment) • How will I know the student has achieved outcomes? (Criteria) • What information do I look at to plan next steps? (Data)

  18. What do you wish you could use, do, or achieve in your program?

  19. How can you get your colleagues to engage in this process?

  20. Key Principles to Remember Assessment isn’t about “good versus bad” teaching. It assumes great teachers are always striving to improve, and organizes the work. The cycle of assessment isn’t complete until your department discusses and responds to the results. The goal of assessment is not to “finish” it but to take what you learn in a cycle, adjust your teaching to reflect that learning, and then assess results to see whether the new methods worked. Assessment is always going to be incremental, dialectical, and iterative. You won’t get it “right” the first time, and nobody expects you to. If we don’t approach assessment with a desire to improve, it will never transcend busy work.

  21. What do you need? What can the Academic Assessment Committee (AAC) provide which will make your job easier? What is confusing about our current assessment process? The Assessment Manual?

  22. THANK YOU!!! Program Assessment Coordinators are the heart of our assessment process. Thank you for your dedication toward increasing student learning. Your assessment coaches will follow up with you over the next couple of weeks. If you have questions before then, contact us!

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