Assessment Overview

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Assessment Overview

• Baker College System Academics

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Outcomes

• Identify assessment goals at Baker College
• Discuss the importance of ongoing assessment
• Articulate the difference between assessment and
  evaluation
• Describe the importance of using standardized
  assessment tools
• Select appropriate measurement tools for specific
  assessment purposes
• Identify assessment tools for your class

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What is Assessment?

• Activity
• Write down the first 10 things that you associate
  with the word assessment

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Baker College Definition

• Assessment is a systematic process of collecting,
  interpreting, analyzing, and using data or
  evidence to make decisions for the purpose of
  improving teaching and learning. It is not
  grading or evaluating. Instead it takes
  information to improve the teaching and learning
  process. The purpose of assessment is not to
  find fault but to guide improvement. Assessment
  is not carried out to categorize or to judge but
  to rather improve the quality of performance.
  Assessment leads to informed, data-driven changes.

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Discussion

• What concepts did you think of?
• How are these concepts similar to the Baker
  definition?
• How are these concepts different to the Baker
  definition?
• What are the key concepts of assessment?

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Key Ideas

• Student learning (outcomes)
• Continuous improvement
• Data-driven decision making

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Critical Questions

• What do you expect your students to know and be
  able to do at the end of their educational
  experience?
• How do you know what students know?

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Double Loop Learning
Learning (Single Loop)
Learner Activity
Instructional Activity
Outcome
Learning (Double Loop)
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Levels of Aggregation

• Individual
• Classroom
• Course
• Program

Delivery
Curriculum
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Application

• Delivery
• Instructor decision making
• Curriculum
• Aggregated by campus and system
• Departmental decision making

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Diagnostic Assessment

• A doctor would not dream of prescribing
  medication or recommending treatment without
  taking the time to learn about the person in
  front of him or her. But in higher education,
  where we have the capacity to similiarily
  diagnose every learner, we simply end up doing
  again what we did for everybody else last year.
• Peter Smith, Curricular Transformation, in
  Change, January/February, 2004, p. 31

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Think-Pair-Share

• Think about how you use assessment in your
  classroom using the list of questions on the next
  slide.
• Find a partner and share your answers.

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Discussion

• How do you use assessment in your teaching?
• What would a classroom look like where an
  instructor used diagnostic assessment? How would
  it be different than the traditional classroom?
  What types of activities would be going on?

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Formative vs. Summative

• Formative Change pieces without changing whole
• Course-level pieces are student learning outcomes
  and learning activities
• Program-level pieces are courses and program
  outcomes
• Summative Change whole

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Outcome Driven Instructional Design (Backwards
Design)
Program Outcomes determine
Student Learning (Course) Outcomes which drive
Learning Activities
College Mission and Purposes
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Student Learning (Course) Outcomes

• Usually assessed by instructor-developed methods
• Sometimes department-standard methods
• MTH099A Basic Math Module Tests
• WPG098A Keyboarding speed and accuracy

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Program Outcomes

• System Department Standards for Assessment
• Standard Measures of Student Learning
• Indirect
• Direct

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Indirect Measures

• ACT Alumni Survey
• 90-Day Graduate Survey
• 90-Day Employer Survey
• Graduate Employment Report
• Work Experience Evaluation Report by Student
• Course Reviews
• Program Reviews

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Direct Measures

• Work Experience Evaluation by Employer
• Standard instruments
• Capstone course or multiple courses
• Portfolio with rubric
• Project/Assignment with rubric
• Locally developed standardized exams
• National licensure, certification, or
  professional exams

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Academic Decision Making

• Individual Student meet outcome(s)?
• Classroom ready to move on?
• Course and Program instructional redesign

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Instructional Redesign

• Delivery
• Curriculum
• Course
• Program

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Delivery

• Textbook
• Lab resources/facilities
• Library resources
• Learning activities
• Delivery format (lab, lecture, etc.)

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Course Curriculum

• Substantive
• Course Outcomes
• Add, delete, change
• Course Prerequisite
• Add, delete
• Credit Hours
• Increase, decrease
• Descriptive
• Title
• Description
• Number

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Program Curriculum

• Substantive
• Course
• Add (new, existing), remove, change
• Program Prerequisites
• Add, remove
• Program Outcomes
• Add, delete, change
• Descriptive
• Name
• Description
• Structural
• Rotation of courses

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Discussion

• What type of curriculum design decisions can you
  make without assessment data?
• What data would you need to make a data-driven
  decision about the different types of curriculum
  changes? Where would it come from and what would
  it look like?

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Advanced Topics in Assessment

• Ad hoc Assessment
• Value-Added Assessment
• Scholarship of Teaching and Learning

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A Call to Action

• What can you do to use and support assessment at
  Baker College?

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Questions?