Marta Colón de Toro, SPHRAssessment Coordinator

College of Business AdministrationUPR-Mayagüez

After completing this workshop you should be able to:

1. Explain the importance and purpose of assessing outcomes, both, academic and administrative.

2. Recognize accreditation standards on assessment.3. Describe the process of assessment and the

challenges it represents.4. Develop a plan to conduct assessment.5. Identify and apply appropriate instruments to directly

assess outcomes in your area.6. Identify ways to document assessment.

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A Transformation Process

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

Completing

Student

Input University Processes OutputCurriculum

Seminars and Competitions

Internship/CoopStudent Associations

Extracurricular ExperiencesEnvironment/Services

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

Incoming Student

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

1. Have students become the central figures and “reason for being”.

2. Become an integral institution characterized by excellence in teaching, research, and service to the community.

3. Encourage an entrepreneurial spirit among students4. Internationalize the institution.5. Strengthen research and development.6. Promote complete computerization.7. Evolve into an institution that is operationally agile,

efficient, and auditable.8. Encourage close collaboration with and provide ample

service to the community.9. Establish a master plan with a focus on infrastructure

and physical equipment.5

1. Communicate effectively.2. Identify and solve problems, think critically, and

synthesize knowledge appropriate to their discipline.3. Apply mathematical reasoning skills, scientific inquiry

methods, and tools of information technology.4. Apply ethical standards.5. Recognize the Puerto Rican heritage and interpret

contemporary issues.6. Appraise the essential values of a democratic society.7. Operate in a global context, relate to a societal

context, and demonstrate respect for other cultures.8. Develop an appreciation for the arts and humanities.9. Recognize the need to engage in life-long learning.

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Everything we do should be:

…pertinent …coherent

…strategic

…dynamic…assessable

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…intentionally designed!

Introduction

Explain the importance and purpose of assessment.

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Are we achieving our goals?

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Objective #1

Are my students learning?How much are they learning?How well are they learning?What affects their learning?

Are we achieving our unit’s goals?How much are we achieving?How well are we achieving them?What affects our services?

Academically Support Units

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

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Objective #1

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Assessment

Reveals the Gap

Intended Outcomes

1.

2.

3.

4.

5.

Actual Outcomes

1.

2.

3.

4.

5.

Objective #1

1. Provide feedback and guidance to individuals (students/employees).

2. Assist the unit members to improve programs (courses and services).

3. Assure external constituents that the institution meets its academic goals.

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Objective #1

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Institutional Goals

Unit Goals

Objectives

Deanship Goals

Objective #1

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

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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 #1

Recognize accreditation standards on assessment

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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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Objective #2

Assessment of student learning demonstrates that the institution’s 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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Objective #2

Business – AACSB

Engineering – ABET

Chemistry – Nursing Library Research grants

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Objective #2

• Describe the process of assessment.

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EnableAchievement of Goals

Improve Continuously

Assess

Set Goals and Design Strategies

External Reality Vision/Mission

Objective #3

1. Establish Learning Goals: “The student will be able to discuss the importance of assessing student learning.”

2. Identify or design enabling activities: Brief presentation on topic Brainstorming Q&A

3. Select: Indicator: “Participant will present 2 arguments pro/con of assessment w/o consulting notes.” Instrument: Focused Listing

4. Assess: List 2 arguments in favor and 2 arguments against doing assessment.

5. Measure, interpret and report results (75% - listed 2/2, 15% 1/2, 10% 2/0…)

6. Introduce change7. Revise plan (Change goal, teaching methodology, student’s

preparation…)22

Assurance of Learning Standards

Objective #3

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1. Establish Goals: “Increase student participation in cultural activities.”

2. Identify or design enabling activities: Promotional campaign in classrooms

3. 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

4. Assess: Measure5. Interpret and report results (75% - listed 2/2, 15% 1/2, 10% 2/0…)6. Introduce change7. Revise plan (Change goal, teaching methodology, student’s

preparation…)

Objective #3

• Develop a plan to conduct assessment.

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Step#1 – Establish goals• Should answer five questions:

1. Are they aligned with the higher-level goals?2. What type of measure do they address?3. Are they realistic?4. Are they outcomes-based?5. 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 – AssessStep #5 – Interpret and report resultsStep #6 – Identify and introduce change strategiesStep #7 – Revise plan

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Objective #4

Learning Goals1. Leadership2. Critical

Analysis3. Interpersonal

skills4. Team Work5. Problem

Solving

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Objective #4

Teaching Methodologies Lecture Case analysis and discussion Oral presentations Essays/Reports Team Projects Experiential Learning Simulations

Extracurricular Activities Seminars/forums Field trips

Office Goals

1. Increase qty/qlty2. Reduce errors3. Increase

participation4. Reduce time5. Customer

service

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Strategies1. Train employees2. Increase/try new

communication channels

3. Improve technology4. Re-engineer

processes5. Relocate personnel

Objective #4

Identify and apply appropriate instruments to directly assess outcomes.

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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 Assumptions:

Objective #5

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

Teaching/Administration Practice

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Objective #5

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Objective #5

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

Indirect Measures Student evaluation of courses Alumni Feedback Internship/Coop

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

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Objective #5

These ideas are suggestions to be adapted, not models to be adopted

Don’t ask if you don’t 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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Identify ways to document assessment.

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CAT’s Diagnostic Tests Pre-Post Test Muddiest Point Minute Paper Application Cards Direct Paraphrasing Course Final

General Assessment

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Documentation Brief Description or

Sample copy Sample of Grades

(H,M,L) Sample Answers Analysis of Outcomes Conclusions Recommendations Actions Taken

Survey samples Descriptive statistics Institutionalize it through

Publications Requiring it for decision making Create position Assign resources

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Quantitative Descriptive statistics

Average, Median, Mode, Standard deviation Question by question analysis

Qualitative Look for

Misconceptions Attitudes/prejudices

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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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Denial Anger Bargaining Depression Acceptance

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On Death and Dying by Elisabeth Kubler-Ross

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