Architecting Evaluation and Assessment—Using a Design-based Approach to Develop a Complete and Systematic Approach Presenters: Dr. Douglas Gilbert – University of the Rockies Dr. Peter Pintus – University of the Rockies Dr. Olin Oedekoven – Peregrine Academic Services @ACBSPAccredited #ACBSP2015
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Architecting Evaluation and Assessment—Using a Design-based
Approach to Develop a Complete and Systematic Approach
Presenters:
Dr. Douglas Gilbert – University of the Rockies
Dr. Peter Pintus – University of the Rockies
Dr. Olin Oedekoven – Peregrine Academic Services
@ACBSPAccredited #ACBSP2015
Agenda
The Challenge of Assessment
ACBSP Assessment Requirements
Using a Design Approach to Architect a Model
Multi-Tiered Assessment Instrumentation
Examples
Conclusions
2 @ACBSPAccredited #ACBSP2015
The Challenge of Assessment
ACBSP Assessment Requirements
Using a Design Approach to Architect a Model
Multi-Tiered Assessment Instrumentation
Examples
Conclusions
3 @ACBSPAccredited #ACBSP2015
The Assessment Challenge: Four Key Questions
1. Do we know what graduates need to know and be able to do?
2. Does the curriculum provide what graduates need to know and be able to do?
3. Are students on a learning path for relevant knowledge, skills, and abilities?
4. Do graduates have the competencies demanded by employers?
4 @ACBSPAccredited #ACBSP2015
The Challenge of Assessment
ACBSP Assessment Requirements
Using a Design Approach to Architect a Model
Multi-Tiered Assessment Instrumentation
Examples
Conclusions
5 @ACBSPAccredited #ACBSP2015
Key ACBSP Assessment Requirements
• Criterion 4.1 – Must have a “learning outcomes assessment program”
a. Program learning objectives (PLOs) b. An assessment process c. Internal assessment approach d. External assessment approach e. Formative and summative assessment approach
• Criterion 4.2 – Trends
• Criterion 4.3 – Time series benchmarked comparisons
and also…
6 @ACBSPAccredited #ACBSP2015
Setting strategic direction
•Standard 2 – “Process … to better
address key student and program
performance requirements”
7 @ACBSPAccredited #ACBSP2015
The Challenge of Assessment
ACBSP Assessment Requirements
Using a Design Approach to Architect a Model
Multi-Tiered Assessment Instrumentation
Examples
Conclusions
8 @ACBSPAccredited #ACBSP2015
What is a “complete and systematic approach”?
• Complete — “[H]aving all necessary parts : not lacking anything”
• Systematic — “The term "systematic" refers to approaches that are repeatable
and use data and information so learning is possible.” (ACBSP Bac/Grad Standards and Criteria—Rev J., December 2014, p. 71).
— “Well-ordered, repeatable, and exhibiting the use of data and information so that learning is possible.” (Baldrige Excellence Framework 2015-16, p. 53).
• Approach — “[T]he methods used by an organization to address the criteria
requirements. Approach includes the appropriateness of the methods to the requirements and the effectiveness of their use.” (ACBSP Bac/Grad Standards and Criteria—Rev J., December 2014, p. 62).
9 @ACBSPAccredited #ACBSP2015
Is this your assessment design?
10 @ACBSPAccredited #ACBSP2015
A Problematic Assessment System
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Data: Student surveys and
classroom work, accumulated by
faculty in classroom
Uses: Individual Faculty
Efforts
Data: Departmental studies, e.g.
accounting, OB, etc.
Uses: Departmental Improvement
Data: Institutional res--
• Surveys (NSSE, EOCS, etc.)
• Std-ized tests • IPEDS • Alumni
Uses: Reporting
Uses: Program reviews
Data: Programmatic
assessments, e.g. portfolios.
Uses: Program reviews
Data: Academic support
and co-curricular, e.g. library, IT, student
affairs, etc.
Uses: Individual dept. improvement
Uses: Program reviews
Faculty Governance
Curriculum approval
Provost / VPAA
Assessment Advisory Committee
Dean / Dept. Chair
Program Chairs
Strategic Planning
VPs
Institutional Research
Adapted from Wolvoord (2010) @ACBSPAccredited #ACBSP2015
Common “Disconnects”
• Structure — Academic data islands of classroom, departments, and programs
— Institutional and instructional data not integrated
• Process — Blurred or non-existent assessment roles and responsibilities
— Non-systematic or isolated cycles of improvement