Assessment 101 Academic and Administrative

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Assessment 101(Academic and Administrative)

• Marta Colón de Toro, SPHR
• Assessment Coordinator
• College of Business Administration
• UPR-Mayagüez

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Todays Learning Goals

• After completing this workshop you should be able
  to
• Explain the importance and purpose of assessing
  outcomes, both, academic and administrative.
• Recognize accreditation standards on assessment.
• Describe the process of assessment and the
  challenges it represents.
• Develop a plan to conduct assessment.
• Identify and apply appropriate instruments to
  directly assess outcomes in your area.
• Identify ways to document assessment.

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Tell me

• Why are we here today?
• Why are we here, at UPR-Mayagüez?

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A Transformation Process
Curriculum Seminars and Competitions Internship/C
oop Student Associations Extracurricular
Experiences Environment/Services
Completing Student
Incoming Student

• Knowledge
• Skills
• Abilities
• Experience
• Attitudes/Values

• Demographics
• Academics
• Experience
• Talents
• Attitudes/Values

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UPR-Mayagüez
Visión"Nuestro compromiso es preparar a los
mejores profesionales, llevar a cabo
investigación y divulgar el conocimiento en una
universidad completa, ágil y eficiente".

• MisiónEl Recinto Universitario de Mayagüez tiene
  como misión dirigir sus esfuerzos para proveer a
  nuestra sociedad ciudadanos educados, cultos,
  capaces de pensar críticamente y preparados
  profesionalmente en los campos de la agricultura,
  la ingeniería, las ciencias naturales y sociales,
  las humanidades y la administración de empresas,
  para que contribuyan al desarrollo cultural,
  social y económico de Puerto Rico.Este proceso
  está dirigido a dotar a nuestros egresados de una
  preparación técnica y profesionalmente sólida y a
  desarrollar en ellos una actitud de compromiso
  con Puerto Rico y con nuestro Hemisferio.
  Nuestros egresados deben poseer, además las
  destrezas y los conocimientos necesarios que les
  permitan participar efectivamente en la búsqueda
  de soluciones a los problemas que nos afectan,
  propulsar el enriquecimiento de las artes y la
  cultura, la transferencia de tecnología, y
  defender los valores que nos caracterizan como
  una sociedad democrática.

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To achieve this mission, UPRM has set forth nine
primary goals (Cert. 96-97-603)

• Have students become the central figures and
  reason for being.
• Become an integral institution characterized by
  excellence in teaching, research, and service to
  the community.
• Encourage an entrepreneurial spirit among
  students
• Internationalize the institution.
• Strengthen research and development.
• Promote complete computerization.
• Evolve into an institution that is operationally
  agile, efficient, and auditable.
• Encourage close collaboration with and provide
  ample service to the community.
• Establish a master plan with a focus on
  infrastructure and physical equipment.

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By the time of their graduation, UPRM students
will be able to

• Communicate effectively.
• Identify and solve problems, think critically,
  and synthesize knowledge appropriate to their
  discipline.
• Apply mathematical reasoning skills, scientific
  inquiry methods, and tools of information
  technology.
• Apply ethical standards.
• Recognize the Puerto Rican heritage and interpret
  contemporary issues.
• Appraise the essential values of a democratic
  society.
• Operate in a global context, relate to a societal
  context, and demonstrate respect for other
  cultures.
• Develop an appreciation for the arts and
  humanities.
• Recognize the need to engage in life-long
  learning.

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To accomplish our Vision/Mission
Introduction

• Everything we do should be
• pertinent
• coherent
• strategic
• dynamic assessable

intentionally designed!
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Objective 1

• Explain the importance and purpose of assessment.

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Assessment helps us ask ourselves..
Objective 1

• Are we achieving our goals?

Academically
Support Units
Are my students learning? How much are they
learning? How well are they learning? What
affects their learning?
Are we achieving our units goals? How much are
we achieving? How well are we achieving
them? What affects our services?
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Assessment
Objective 1

• is a way of describing what we do (student
  learning or support services) to an identified
  audience
• for clearly- articulated reasons.
• produces information useful for communication
  and decision-making.

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Purpose of Assessment
Objective 1
Assessment Reveals the Gap
Intended Outcomes 1. 2. 3. 4. 5.
Actual Outcomes 1. 2. 3. 4. 5.
?
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Assess Learning to
Objective 1

• Provide feedback and guidance to individuals
  (students/employees).
• Assist the unit members to improve programs
  (courses and services).
• Assure external constituents that the institution
  meets its academic goals.

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Levels of Assessment
Objective 1
Institutional Goals
Deanship Goals
Unit Goals
Objectives
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Effective assessment
Objective 1

• Is directed by goals
• Uses multiple measures
• Show student development over time
• Uses multiple types of information

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Challenges of Assessment
Objective 1

• Motivating faculty, staff, students,
  administration
• Needs realistic goal setting
• Data management
• Doing it for the right purpose
• Requires taking action
• Could be costly

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Objective 2

• Recognize accreditation standards on assessment

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MSCHE Standard 7Institutional Assessment
Objective 2

• The institution has developed and implemented an
  assessment plan and process that evaluates its
  overall effectiveness in
• achieving its mission and goals
• implementing planning, resource allocation, and
  institutional renewal processes
• using institutional resources efficiently
  providing leadership and governance
• providing administrative structures and services
  demonstrating institutional integrity
• and assuring that institutional processes and
  resources support appropriate learning and other
  outcomes for its students and graduates.

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MSCHE Standard 14Assessment of Student Learning
Objective 2

• Assessment of student learning demonstrates that
  the institutions students have knowledge,
  skills, and competencies consistent with
  institutional goals and that students at
  graduation have achieved appropriate higher
  education goals.

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Other Accrediting Bodies
Objective 2

• Business AACSB
• Engineering ABET
• Chemistry
• Nursing
• Library
• Research grants

Assessment !
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Objective 3

• Describe the process of assessment.

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The Assessment Process
Objective 3
External Reality Vision/Mission
Set Goals and Design Strategies
Improve Continuously
Enable Achievement of Goals
Assess
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For examplein a classroom
Objective 3

• Establish Learning Goals
• The student will be able to discuss the
  importance of assessing student learning.
• Identify or design enabling activities
• Brief presentation on topic
• Brainstorming
• QA
• Select
• Indicator Participant will present 2 arguments
  pro/con of assessment w/o
• consulting notes.
• Instrument Focused Listing
• Assess
• List 2 arguments in favor and 2 arguments
  against doing assessment.
• Measure, interpret and report results (75 -
  listed 2/2, 15 1/2, 10 2/0)
• Introduce change
• Revise plan (Change goal, teaching methodology,
  students preparation)

Assurance of Learning Standards
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For examplein an office
Objective 3

• Establish Goals
• Increase student participation in cultural
  activities.
• Identify or design enabling activities
• Promotional campaign in classrooms
• Select
• Indicator Increase students participation in
  cultural activities by
• 20 by the end of Academic
  Year 2006-2007.
• Assessment Instruments
• Actual attendance records. - Quantitative
• Focus groups/Opinion survey - Qualitative
• Assess Measure
• Interpret and report results (75 - listed 2/2,
  15 1/2, 10 2/0)
• Introduce change
• Revise plan (Change goal, teaching methodology,
  students preparation)

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Objective 4

• Develop a plan to conduct assessment.

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Where to start? PLAN!
Objective 4

• Step1 Establish goals
• Should answer five questions
• Are they aligned with the higher-level goals?
• What type of measure do they address?
• Are they realistic?
• Are they outcomes-based?
• Are they customer (student)-centered?
• Step 2 - Identify/design activities to enable
  achievement of
• each goal.
• Step 3 - Select or design assessment instruments
  and
• indicators.
• Step 4 Assess
• Step 5 Interpret and report results
• Step 6 Identify and introduce change
  strategies
• Step 7 Revise plan

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For example In class
Objective 4

• Learning Goals
• 1. Leadership
• 2. Critical Analysis
• 3. Interpersonal skills
• 4. Team Work
• 5. Problem Solving

• Teaching Methodologies
• Lecture
• Case analysis and discussion
• Oral presentations
• Essays/Reports
• Team Projects
• Experiential Learning
• Simulations
• Extracurricular Activities
• Seminars/forums
• Field trips

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For Example In an office
Objective 4

• Office Goals
• 1. Increase qty/qlty
• 2. Reduce errors
• 3. Increase participation
• 4. Reduce time
• 5. Customer service

• Strategies
• Train employees
• Increase/try new communication channels
• Improve technology
• Re-engineer processes
• Relocate personnel

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Objective 5

• Identify and apply appropriate instruments to
  directly assess outcomes.

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Objective 5
Assessment Assumptions

• Quality of outcomes is directly, although not
  exclusively, related to the quality of inputs.
• Human behavior is goal oriented.
• Feedback should be received early and often.
• Assessment provides systematic inquiry and
  challenges status quo.
• Assessment does not require specialized training
• Assessment efforts enhances performance and
  personal satisfaction.

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Assessment Techniques
Objective 5

• Learner/Customer-Centered
• Teacher/Management-Directed
• Mutually Beneficial
• Formative
• Context-Specific
• Ongoing
• Rooted in Good Teaching/Administration Practice

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Classroom Assessment Techniques
Objective 5

• Direct Measures
• 1 Minute paper
• Muddiest Point
• One-sentence summary
• Direct paraphrasing
• Application cards
• Empty outlines
• Pro-con grids
• Class journals/Portfolios
• Whats the principle?
• Rubrics

• Indirect Measures
• Student evaluation of courses
• Alumni Feedback
• Internship/Coop

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Administrative Assessment
Objective 5

• Opinion/Satisfaction surveys
• Daily logs
• Attendance records
• Quantity/quality measures
• Process analysis
• Workflow analysis

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REMEMBER

• These ideas are suggestions to be adapted, not
  models to be adopted
• Dont ask if you dont really want to know or are
  not going to do anything about it.
• Start with something simple and then add up.

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Objective 6

• Identify ways to document assessment.

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Documenting CATs

• CATs
• Diagnostic Tests
• Pre-Post Test
• Muddiest Point
• Minute Paper
• Application Cards
• Direct Paraphrasing
• Course Final General Assessment

• Documentation
• Brief Description or Sample copy
• Sample of Grades (H,M,L)
• Sample Answers
• Analysis of Outcomes
• Conclusions
• Recommendations
• Actions Taken

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Documenting administrative assessment

• Survey samples
• Descriptive statistics
• Institutionalize it through
• Publications
• Requiring it for decision making
• Create position
• Assign resources

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Analysis of Outcomes

• Quantitative
• Descriptive statistics
• Average, Median, Mode, Standard deviation
• Question by question analysis
• Qualitative
• Look for
• Misconceptions
• Attitudes/prejudices

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Conclusions/Recommendations

• Summarize lessons learned
• List actions to be taken for improvement
• TAKE ACTION!!!
• Refer pertinent recommendations to appropriate
  forum
• Implement changes
• Assess again, and again, and again

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Stages of Grieving

• Denial
• Anger
• Bargaining
• Depression
• Acceptance

On Death and Dying by Elisabeth Kubler-Ross
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Good luck!Keep learning!colon-m_at_rigel.uprm.edu
787-265-3801