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THE DIVERGENT BUT COMPLEMENTARY PATHS OF COMPREHENSIVE PROGRAM REVIEW AND STUDENT LEARNING OUTCOMES ASSESSMENT

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title: the divergent but complimentary paths of comprehensive program review and student learning outcomes assessment author: ed rugg – PowerPoint PPT presentation

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Title: THE DIVERGENT BUT COMPLEMENTARY PATHS OF COMPREHENSIVE PROGRAM REVIEW AND STUDENT LEARNING OUTCOMES ASSESSMENT


1
THE DIVERGENT BUT COMPLEMENTARY PATHS OF
COMPREHENSIVE PROGRAM REVIEW AND STUDENT
LEARNINGOUTCOMES ASSESSMENT
  • A Case Study Presentation
  • At the 2004 AAHE Assessment Conference
  • On June 15, 2004
  • By Ed Rugg Val Whittlesey
  • Kennesaw State University

2
TWO MAJOR DOMAINS OF ASSESSMENT
PROGRAMREVIEW
LEARNINGOUTCOMES
3
FOCUS OFPROGRAM REVIEW
  • UNIT OF ANALYSIS
  • A DEGREE PROGRAM
  • AN ORGANIZATIONAL UNIT
  • ASSESSMENT ISSUES
  • INPUTS, PROCESSES, OUTPUTS
  • QUALITY INDICATORS
  • PRODUCTIVITY INDICATORS
  • CENTRALITY VIABILITY
  • ROI INVESTMENT POTENTIAL

4
FOCUS OF LEARNING OUTCOMES
  • UNIT OF ANALYSIS
  • THE GRADUATE OF THE PROGRAM
  • STUDENT LEARNING
  • ASSESSMENT ISSUES
  • KNOWLEDGE OF GRADUATES
  • SKILLS OF GRADUATES
  • ATTITUDES/VALUES OF GRADUATES
  • EDUCATIONAL GROWTH/GAINS

5
COMPLEMENTARY OVERLAP
Learning Outcomes Constitute an Important,
but Only One, Set of Outputs Evaluated in
Program Review
6
ACCREDITATIONS QUEST FOR QUALITY
ENHANCEMENT
  • Southern Associations (SACS/COC)
  • PRINCIPLES OF ACCREDITATION
  • is subtitled
  • FOUNDATIONS FOR QUALITY
  • ENHANCEMENT
  • The concept of quality enhancement is
    at the heart of the Commissions philosophy
    of accreditation.an institution is expected
    to document quality and effectiveness in
    all its major aspects. (p. 5)

7
SACS CORE REQUIREMENTSFOR PROGRAM REVIEW
2.5 The institution engages in ongoing,
integrated, and institution-wide research-based
planning and evaluation processes that
incorporate a systematic review of programs
and services.(Institutional Effectiveness)
2.12 The institution has developed an
acceptable Quality Enhancement Planthat is
part of an ongoing planning and evaluation
process. (QEP)
8
SACS COMPREHENSIVE STANDARDS FORLEARNING
OUTCOMES
  • 3.4.1 each educational program for which
    academic credit is awarded establishes and
    evaluates program and learning outcomes.
  • 3.5.1 The institution identifies
    college-level competencies within the general
    education core and provides evidence that
    graduates have attained those competencies.

9
SACS COMPREHENSIVE STANDARD ONINSTITUTIONAL
EFFECTIVENESS
3.3 Institutional Effectiveness 3.3.1 The
institution identifies expected outcomes for
its educational programs and its
administrative and educational support
services assesses whether it achieves these
outcomes and provides evidence of
improvement based on analysis of those
results.
10
IMPLEMENTING A DUAL FOCUS ON ASSESSMENT AT
KSU
  • COMPREHENSIVE PROGRAMREVIEW
  • ASSURANCE OF LEARNING

11
IMPORTANCE OF A WEB-BASED ARCHIVE OF
DOCUMENTATION
  • Managing Complex Multi-Year CPR and AOL
    Processes
  • Anytime Access, Referral Communication on
    CPR AOL
  • Sharing Experiences Good Practices
  • Documenting Compliance Improvement for
    Accreditation

12
ASSESSMENT REPORTING PRIOR TO 2003
  • From 1994 to 2003, academic departments at KSU
    sent their annual assessment reports to the
    Office of Institutional Planning.
  • These nonstandard annual reports, ranging from 1
    to 50 pages, were simply filed away with no
    follow-up or feedback.

13
DISSATISFACTION WITH THE A WORD REPORTS
  • Unfocused Reports assessments rarely tied to
    learning outcomes or program goals.
  • Uneven Reports from exemplary/sophisticated
    content to inadequate/unsophisticated.
  • Unappreciated widespread aversion to and
    avoidance of assessment.

14
ASSURANCE OF LEARNING INITIATIVE AT KSU
  • Established an Assurance of Learning (AOL)
    Council in Spring of 2003 with High-Level
    Academic Leadership (AVPAA as Chair).
  • Council Membership Includes Two
    Assessment-Oriented Faculty from each College,
    the Director of Excellence in Teaching
    Learning, and the Director of Institutional
    Effectiveness.

15
AOL COUNCIL FUNCTIONS
  • The AOL Council serves as a steering committee
    and advisory/consultative group to academic
    programs as they design, implement, and improve
    their assessments of student learning outcomes.
  • The AOL Council provides common structures and
    good practices for learning outcomes assessment
    and collegial formative feedback on annual
    reports at the program level.

16
EIGHT ELEMENTS OF STUDENT LEARNING OUTCOMES
ASSESSMENT
  • Articulating Student Learning Outcomes
  • Connecting Outcomes to the Curriculum
  • Connecting Outcomes to Assessment Methods
  • Articulating Expected Results with Respect to
    Outcomes
  • Articulating the Assessment Plan for Collecting
    and Analyzing Data
  • Collecting and Analyzing Data
  • Comparing Actual and Expected Results
  • Using Results for Improvement

17
BEGINNING AT THE BEGINNING IN 2003-2004
  • Articulating General and Specific Student
    Learning Outcomes for Each Degree Program and
    General Education
  • Connecting Learning Outcomes to the Curriculum

18
IMPLEMENTATION OF A COLLABORATIVE MODEL
  • Reporting and Evaluation Guidelines
  • Formal Workshops
  • Informal Brown Bag Consultations
  • Council Review of and Formative Feedback on AOL
    Reports
  • Assessment Resources
  • Examples of Good Practice

19
AOL COUNCIL REVIEW PROCESS IN SPRING 2004
  • AOL Council used Evaluation Guidelines to provide
    formative feedback on the program reports.
  • Used subcommittee assignments for Councils
    reviews.
  • 48 AOL program reports reviewed with their
    authors by the Council.

20
LESSONS LEARNEDNEXT STEPS
21
QUESTIONS??
  • PowerPoint Handouts
  • Available for Download at
  • http//ie.kennesaw.edu
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