Connecting Student Learning and Assessment to Program Review

Connecting Student Learning and

Assessment to Program Review

Marilee J. Bresciani, Ph.D.Professor, Postsecondary Education and

Co-Director of the Center for Educational Leadership, Innovation, and Policy

San Diego State University3590 Camino Del Rio NorthSan Diego, California, U.S.A.

[email protected]

Bresciani, M.J.

Presentation Overview Overview of Outcomes-Based

Assessment (OBA) Ways in Which Results can Be Used Elements of Outcomes-Based

Program review (OBPR) Documentation and Feedback Questions and Discussion

Bresciani, M.J.

Ask Yourself These Questions How would you describe the

purpose of assessment to your colleagues?

How would you describe the purpose of program review to your colleagues?

Bresciani, M.J.

The Assessment Cycle (Bresciani, 2006)

The key questions…• What are we trying to do and why? or• What is my program supposed to accomplish? or• What do I want students to be able to do and/or

know as a result of my course/workshop/orientation/program?

• How well are we doing it?• How do we know?• How do we use the information to improve or

celebrate successes?• Do the improvements we make contribute to our

intended end results?

The IterativeSystematicOBPR CycleAdapted from Peggy Maki, Ph.D. by Marilee J. Bresciani, Ph.D.

Mission/Purposes

Goals

Outcomes

Implement Methods to

Deliver Outcomes

(Action Planning)

and Methods to Gather Data

Gather Data

Interpret Evidence

Make decisions to improve programs; enhance student learning and development;

inform institutional decision-making, planning,

budgeting, policy, public accountability

External Review

Strategic Planning/ Inputs/Capacity

Frame Shift (Jenefsky et al, 2009)

From traditional input-based model to outcomes-based model

Heightened attention to improving the quality of student learning

From description & advocacy to evidence-based analyses and planning

From audit to collective inquiry & reflection

From focus on conducting effective program review to using the results effectively

6

What are you already doing that could be considered outcomes-based assessment?

How could you readily incorporate that into your

program review process (e.g., curriculum alignment and

professional accreditation)?

Report Out

How does your intended purpose for OBPR and current

process support your intended use of the data generated from OBPR?

Bresciani, M.J.

NEASC Standard Two 2.2  The institution undertakes short- and long-term

planning, including realistic analyses of internal and external opportunities and constraints. The institution systematically collects and uses data necessary to support its planning efforts and to enhance institutional effectiveness. It plans for and responds to financial and other contingencies, establishes feasible priorities, and develops a realistic course of action to achieve identified objectives. Institutional decision-making, particularly the allocation of resources, is consistent with planning priorities. 

Bresciani, M.J.

NEASC Standard Two 2.2  The institution undertakes short- and long-term

planning, including realistic analyses of internal and external opportunities and constraints. The institution systematically collects and uses data necessary to support its planning efforts and to enhance institutional effectiveness. It plans for and responds to financial and other contingencies, establishes feasible priorities, and develops a realistic course of action to achieve identified objectives. Institutional decision-making, particularly the allocation of resources, is consistent with planning priorities. 

Bresciani, M.J.

NEASC Standard Two

2.5  The institution has a system of periodic review of academic and other programs that includes the use of external perspectives.

Bresciani, M.J.

NEASC Standard Four

4.45  The institution’s approach to understanding student learning focuses on the course, program, and institutional level.  Data and other evidence generated through this approach are considered at the appropriate level of focus, with the results being a demonstrable factor in improving the learning opportunities and results for students.

Bresciani, M.J.

NEASC Standard Four

4.49  The institution ensures that students have systematic, substantial, and sequential opportunities to learn important skills and understandings and actively engage in important problems of their discipline or profession and that they are provided with regular and constructive feedback designed to help them improve their achievement.

Bresciani, M.J.

Uses of Assessment Results(WASC Program Review Guidelines, 2009)

Developing program learning outcomes and identifying appropriate means for assessing their achievement

Better aligning department, college and institutional goals

Refining departmental access, and other interventions to improve retention/attrition, and graduation rates

Bresciani, M.J.

Uses, Cont.(WASC Program Review Guidelines, 2009)

Designing needed professional development programs, especially for faculty to learn how to develop and assess learning outcomes

Reorganizing or refocusing resources to advance specific research agendas

Re-assigning faculty/staff or requesting new lines

Bresciani, M.J.

Uses, Cont.(WASC Program Review Guidelines, 2009)

Illuminating potential intra-institutional synergies

Developing specific plans for modifications and improvements

Informing decision making, planning and budgeting, including resource re/allocation

Linking and, as appropriate, aggregating program review results to the institution’s broader quality assurance/improvement efforts

Bresciani, M.J.

In order for these Uses to Occur, An Institution Needs…(Bresciani, 2006)

Set priorities around institutional values Communicate a shared conceptual

framework and common language Systematically gather data that

actually evaluates outcomes Document how information gets used

to actually inform decisions

Bresciani, M.J.

In order for these Uses to Occur, An Institution Needs…(Bresciani, 2006)

Provide professional development and support for faculty and staff

Demonstrate leadership commitment to support the process and use the data to improve programs, re-allocate resources, and reinforce institutional priorities

Bresciani, M.J.

In order for these Uses to Occur, An Institution Needs…(Bresciani, 2006)

Commit to re-allocate time to intentional reflection and its systematic documentation of student learning as well as research

Centralize coordination of data/report management

Manage a way to systematically engage in documentation

Conduct a meta-assessment of the process

Bresciani, M.J.

How do you see using the results of Outcomes-Based Program Review (OBPR)?

What do you need to do differently with your process in order to utilize the results?

Bresciani, M.J.

Report Out

Design the Program Review Process so that you can use the Results to achieve your

Purpose

Bresciani, M.J.

So, what do we need to document?

Well…(insert technical disclaimer)

Bresciani, M.J.

Typical Components of OBA(Bresciani, 2006)

Program Name Program Mission or Purpose Goals

Align with your strategic plan, strategic initiatives, institutional goals, division goals, or department goals

Outcomes Student Learning and Program

Planning for Delivery of Outcomes Concept Mapping/Curriculum Alignment Matrix Course/Workshop Design (e.g., syllabus for the

workshop)

Bresciani, M.J.

Typical Components of An OBA (Bresciani, 2006)

Evaluation Methods/Tools Link the method/tool directly to the

outcome Include criteria for each method as it

relates to each outcome Add Limitations, if necessary Include Division, Institutional, or State

Indicators Determine acceptable level of

performance and why

Bresciani, M.J.

Typical Components of OBA Implementation of Assessment Process

Identify who is responsible for doing each step in the evaluation process (list all of the people involved in the assessment process at each step of the process)

Outline the timeline for implementation Identify who will be evaluated Identify other programs who are assisting with the

evaluation Identify who will be participating in interpreting the

data and making recommendations and decisions

Bresciani, M.J.

Typical Components of OBA

Program Name Outcomes Results

Summarize the results for each outcome Summarize the process to verify/validate

the results Summarize how the results link with

performance indicators

Bresciani, M.J.

Typical Components of OBA Decisions and Recommendations

Summarize the decisions/recommendations made for each outcome

Identify the groups who participated in the discussion of the evidence that led to the recommendations and decisions

Summarize how the decisions /recommendations may improve performance indicators

Identify how intended improvements enhance strategic initiatives, if applicable

Bresciani, M.J.

Typical Components of OBA Decisions and Recommendations, Cont.

Summarize the suggestions for improving the assessment process

Identify when each outcome will be evaluated again (if the outcome is to be retained)

Identify those responsible for implementing the recommended changes

Identify the resources needed to make the necessary improvements, if applicable

In addition… Link to professional accreditation when possible Organize an External Review

Can be external to department if not able to do external to institution

Explain level of expected performance (student learning and research) and how it was derived/decided

Document decisions made and resources re-allocated, if applicable

Bresciani, M.J.

Differentiate the Program Process from the Institutional Process

What you need to document as a program in order to provide the institution with its required information

What are roles and responsibilities of program personnel verses institutional personnel?

What are appropriate guiding questions for program officials, external reviewers and higher level administrators?

Bresciani, M.J.

For Example - Program Program student learning outcomes

and results Program enrollment data and program

specific data and contribution to understanding whether program goals are met

Program decisions, resource re-allocations, practice and policy changes

Bresciani, M.J.

For Example - Institution

Verses Whether program is meeting or not

meeting institutional goals Required review of evidence-based

recommendations that affect other parts of the institution

Re-allocation of resources Articulating priorities

Bresciani, M.J.

Examine your Institutional Guidelines and Templates…

Which portions of your guidelines and templates help you use the data to achieve the purpose of OBPR?

What portions align with your professional accreditation process?

What templates can be combined/aligned to decrease documentation efforts?

Report Out

Bresciani, M.J.

Prioritize Institutional learning outcomes and

strategic initiatives Resources to improve those values Time allocated to the data

collection, reflection, and improvements you desire

Bresciani, M.J.

Process for Reviewing and Using Data Be sure the process for reviewing

and using the data is clear Specify roles and responsibilities of

everyone involved Articulate how decisions will be

documented and approved Provide guiding questions to those

reviewing the reports including guidelines for external reviewers

Bresciani, M.J.

Who do you want looking at these reports in order to make the best informed decisions?

In other words, who should see these reports

(differentiate between content and process) and on what criteria should they be

reviewed?

Report Out

Bresciani, M.J.

You do not have to assess everything you do every year.

You don’t have to do everything at once-start with 2 or 3 learning outcomes

Prioritize your goals/outcomes Think baby steps and be flexible Acknowledge and use what you have already done. Assessment expertise is available to help - -not to

evaluate your program Borrow examples from other institutions to modify

as appropriate Time for this must be re-allocated We allocate time according to our priorities

Take-Home Messages

Bresciani, M.J.

Resources

Each Other AAC&U, WASC, NASPA, and ACPA University Planning and Analysis

(UPA) Assessment website http://www2.acs.ncsu.edu/UPA/assmt/

Questions?

Bresciani, M.J.

One Minute Evaluation

What is the most valuable lesson that you learned from this workshop?

What is one question that you still have?

What do you think is the next step that your division/program needs to take in order to implement systematic program assessment?

References Jenefsky, C. Bresciani, M.J., Buckley,

L., Farris, D., Kasimatis, M. (2009). WASC Guidelines for Program Review. Oakland, CA: WASC

Bresciani, M.J., Zelna, C.L., and Anderson, J.A. (2004). Techniques for Assessing Student Learning and Development in Academic and Student Support Services. Washington D.C.:NASPA.

References, Cont. Bresciani, MJ.(2006). Outcomes-

Based Undergraduate Academic Program Review: A Compilation of Institutional Good Practices. Sterling, VA: Stylus Publishing.

Bresciani, M. J., Gardner, M. M., & Hickmott, J. (2010). Demonstrating student success in student affairs. Sterling, VA: Stylus Publishing.

NEASC Standards for Accreditation http://cihe.neasc.org/standards_policies/standards/