From the IR Office To the Classroom: The Role of Assessment in Student Learning Dr. John W. Quinley Dr. Brett Parker.

From the IR OfficeTo the Classroom:

The Role of Assessment in Student Learning

Dr. John W. QuinleyDr. Brett Parker

From IR Office To The Classroom

Expansion of focus History of student outcomes assessment Rubric review project

Expansion from IR & Indirectto

Classroom & Direct

“We talk a good fight about wanting to have excellent schools when in fact we’re content to have average ones.”

Nation At Risk

David Gardner“Nation At Risk” Commission

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ift

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ift

Institutional Effectiveness Movement (indirect)

Accreditation agencies National profession

associations National taskforces State efforts

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ift

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ift

Student Learning Outcomes Movement (direct)

What the student – Knows – Can do – Values

Appropriate

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ift

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ift

Indirect: IR Office Direct: Faculty

Where• College objectives• Outside classroom

• Embedded in curriculum• Classroom

What

• Surveys & focus groups• Transcript analysis

• Papers• Presentations• Portfolios

Indirect: IR Office Direct: Faculty

Audience

• Administrative• Regulatory agencies• Public

• Academic administration• Faculty• Regulatory agencies• Students

Purpose

• Broad policy• Accountability to

regulatory agencies• Public relations

• Curriculum modification• Instructional delivery• Accountability to regulatory

agencies• Students

Push

External mandates Administrative mandates Models, systematic

approaches

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ift

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ift

Model

Develops frameworksTies measures to coreReports, analyzes findingsUses findingsIntegrates plans

Structure

Program Outcome

Who will be assessed?

When will they be assessed?

What is the assessment approach?

What is the measurement?

Articulate the creative process & its influence on project development

Students in ART 121, 131, 132

---------------------Students in ART

141, 241 (sample of 5 students)

At end of course

--------------------All assignments

Oral critiqueArtist’sstatementWritten critique

Rubric score

Faculty the Key to Success

Involvement andmeaning

Decentralizedresponsibility withsupport

Sustainability

“One of the distinguishing characteristics of successful assessment programs is the extent to which they engage faculty and others in the process.”

Palomba & Banta, 1999

“In order to maintain buy-in and relevance to purposes, it is

important to decentralize the day-to-day assessment work while providing central support to the process. Everyone should be held responsible for his or her role.”

Keeton, 1998

“The weight of trying to assess too many learning outcomes…may unduly tax faculty and professional staff who will need to…integrate the process of learning about student learning into institutional rhythms and practices.”

Maki, 2002

Morante, 2003

“While all areas should be assessed, “an institution that tries to define all areas equally, for whatever reason, is more likely to get bogged down in minutiae and overwork, increasing the likelihood of missing the improvement of student learning.”

Pull

Discussion Encouragement,

coaching Faculty led initiatives Professional

development

1. On scale of 1-5, where is your college On push? On pull?

2. Think of an experience with push or pull that you would be willing to share with the group.

Engaging Faculty

History of Student Outcomes Assessment

Isothermal Experience

Learning College Assessment Taskforce Learning outcome

statements Criteria and rubrics Curriculum mapping Faculty quality improvement

forms

His

tory

His

tory

Learning College: To Improve Life Through Learning

Creates substantive change Engages learners Provides options Collaborates in learning Defines instructors needs by

student needs Supports learning by everyone Succeeds only when learning

documented O’Banion, 1997

A Learning College Primer

His

tory

His

tory

Assessment Taskforce

Annual goalssince 1998

Procedure, responsibility, purpose,& timeline

Taskforce & college-wide meetings Hosts assessment authorities Professional development

His

tory

His

tory

Communicate Effectively Through Writing…

1 2 3 4

Adheres to rules in mechanics and style

Varies sentence structure

Uses standard English

Uses language which is clear, concise and appropriate

His

tory

His

tory

CurriculumMapping

General educationstatements– Criteria

Individual class– Extent of emphasis (0,1,2)

List major assignments/assessments

His

tory

His

tory

General Education Competency and Rubric

Review

General Education Competency Statements

Communication Problems Interpersonal Quantitative Computer Culture

Originated from QEP development process

1. Form teams2. Review using provided list of

questions, survey current usage, examine literature

3. Revise4. Test revisions with students and

faculty5. Present revisions to steering

team & administration6. Present to college-wide

assessment meeting

Questions

Content Scale Clarity and reliability Usability

Revisions introduced at a Rubrics Faire

Reviewed rubrics highlighting any changes

Provide examples of rubric use

Sought input for additional revisions

QEP Update

Notes from the chairs Faire Literature Assessment in support

areas History and culture CCSSE

Results of process

Changes were made to all but one rubric

In almost all cases the content areas within a rubric were not changed

Considerable revision aimed at clarity; often leading to reduction of detail

Consistency of across rubrics– Language– Formatting

In all but one case, the 1-4 scale was maintained, although changes were made to the description of one scale

In summary, the process has …

Shifted from indirect to direct measures

Included both push & pull processes

Arisen from sustainable and faculty driven efforts

Involved students in various systems of assessment

Engaged students in self-assessment

Resulted in meaningful data from many audiences

Led to – Improved programs– Improved instruction– Improved student

learning

Plans for next year include…

Focus on two general education outcomes each year

Workshops for faculty to improve information literacy understanding and use

Speaker for interpersonal skills

From the IR OfficeTo the Classroom: The Role of

Assessment in Student Learning

Dr. John W. QuinleyDr. Brett Parker

Any questions or comments?