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IN top FORM Assessment Plan. This session is designed for participants in Programs of Study If you are a Faculty Fellow, please meet in room 106 with Amy Johnson If you are involved as a part of CSCI 1100, please meet in room 101 with Bill Kirkwood - PowerPoint PPT Presentation
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INtopFORM Assessment Plan
This session is designed for participants in Programs of Study
• If you are a Faculty Fellow, please meet in room 106 with Amy Johnson
• If you are involved as a part of CSCI 1100, please meet in room 101 with Bill Kirkwood
Please sit with other faculty members from your program of study.
Goals for today’s session• By the end of today’s session, you should:– Understand basic assessment of student learning;– Tentatively identify when and where assessment of the six
ITF LOs will take place in your program;– Develop a plan for assessment measures to be used (ITF
rubric, major field test, standardized final, etc.);– Develop a plan for collecting baseline data (preferably
during Spring 2014);– Decide when you and your colleagues will discuss
assessment results;– Know what your responsibilities are for reporting; and– Be familiar with the ITF assessment calendar.
What is assessment?
1 2 3
33% 33%33%1. Collecting data so we can report it to SACS
2. Something the folks in Dossett Hall came up with to keep faculty busy
3. A useful teaching and learning tool
Assessment isDeciding what
we want our students to learn
Making sure they learn it
From Linda Suskie, courtesy of Jane Wolfson, Towson University
Assessment Cycle
Excerpted from Assessing Student Learning by Linda Suskie, Jossey-Bass, 2009
1)
2)
3)
4)
Step 1: Establish Learning Goals
• Six INtopFORM Learning Outcomes• What do they mean in YOUR
discipline?– See Worksheets completed for each
INtopFORM Learning Outcome
QUESTIONINGSEEKING
EVALUATINGUSING
COMMUNICATINGRECOGNIZING
Record possible learning outcomes for your program in Column A of the Assessment Plan Template
Step 2: Provide Learning Opportunities
• Must allow students to practice and develop skill in each of the six INtopFORM Learning Outcomes
• Where will this take place in your curriculum?– See results of Curricular Mapping activity
• What methods might you use?– See Teaching Ideas worksheets for each ITF LO
Record possible student learning opportunities for your program in Column B of the Assessment Plan Template
Step 3: Assess Student Learning
• Where will you measure student learning?• Goal– Collect “reasonably accurate, truthful evidence”– Good enough to use with confidence
• Possibilities include single assignments, capstone courses, core courses, final exams
• Must be observable
INtopFORM Assessment Guidelines• Must evaluate all six ITF LOs• Must occur annually• Must provide data on the culminating skills and abilities
of students in a program of study– Ordinarily in the senior year
• Must yield findings applicable to all majors – Can evaluate all majors’ work or that of a sufficient
representative sample
Director of Assessment and Teaching will Assist faculty in designing assessments Approve programs’ assessment protocols
Assessment Methods• Select from two options:– Use the ITF assessment rubric to evaluate papers
or projects;– Study students’ performance on designated items
on major field tests, standardized final exams, or locally designed tests of information fluency
Record possible assessment methods for your program in Column C of the Assessment Plan Template. Include where these assessments will take place in your curriculum in Column D.
Sampling• More evidence collected means higher
confidence in conclusions, but be practical• If you use a sample, it should adequately
represent your student population– Online vs. on ground– Adult vs. traditional
Record from whom you will collect assessment information in Column E of the Assessment Plan Template.
Baseline Data
• Must be collected during Year 1 – Spring 2014 preferred
• Use standard reporting template– % of student work at Excellent, Satisfactory, and
Unsatisfactory level
Brainstorm how your program might collect baseline data. Record ideas in Column F of the Assessment Plan Template.
Institutional Assessment Goals• Improvement in Years 2-5 compared to baseline data in
Year 1
• >30% of the rubric ratings or test scores on each INtopFORM learning outcome are “excellent”
• >90% of the rubric ratings or test scores on each INtopFORM learning outcome are “satisfactory”
• >90% of students majoring in the program of study achieve rubric ratings or test scores demonstrating “satisfactory” performance on all INtopFORM learning outcomes
California Critical Thinking Skills Test• ETSU’s Senior Exit Exam, administered since 2005
for general education assessment• Five areas: Analysis and Interpretation, Inference,
Evaluation and Explanation, Deductive Reasoning, and Inductive Reasoning
• CCTST maps well to EVALUATING and USING INtopFORM learning outcomes
• A&T will collect baseline CCTST data in 2013-14 • Annual reports provided to ITF programs of study
CCTST Data Provided by A&TCCTST Results – Year to Year Data Comparison Scores at or above
“strong”Scores at or above
“moderate”Scores at or above
15Scores at or
above 19 Baseline
N (%)Year 1N (%)
% Change
BaselineN (%)
Year 1N (%)
% Change
BaselineN (%)
Year 1N (%)
% Change
BaselineN (%)
Year 1N (%)
% Change
Analysis and Interpretation Scale (maps to EVALUATING outcome)
24 26 +2% 63 63 --- 45 46 +1% 30 33 +3%
Evaluation and Explanation Scale(maps to EVALUATING outcome)
16 17 +1% 54 59 +5% 39 43 +4% 26 25 -1%
Inference Scale(maps to USING outcome)
22 28 +6% 58 62 +4% 41 48 +7% 32 40 +8%
CCTST Total Score 16 18 +2% 48 53 +5% 52 53 +1% 22 28 +6%
Goals for CCTST Performance• Mean CCTST Total Scores and subtest scores should
exceed baseline in Years 2-5
• >30% of scores on each CCTST subtest at or above “strong”
• >90% of scores on each CCTST subtest at or above “moderate”
• >30% of CCTST Total Scores are at least 19 (“strong”)• >90% of CCTST Total Scores are at least 15
(“moderate”)
Step 4: Use the Results
• Assessment is worthless if it isn’t useful– How will results be analyzed? By whom?– How and when will results be shared? – Who can act on your assessment data to make
improvements?
Discuss how your program might use the assessment information you collect and record in Column G of the Assessment Plan Template.
Annual Assessment and Improvement Meetings
• Each fall in Years 3-5• Includes Director of A&T, QEP Director, program
leaders, and other interested faculty• Purpose
– Review previous year’s assessment data– Use results to refine plan for enhancing information fluency– As needed, define improvement actions, responsible
parties, and calendars• Annual assessment and improvement report drafted
by Directors and approved by program faculty
Overview of Assessment Timeline Programs of Study, Cohort 1
Year 1: 2013-14 Year 2: 2014-15Su Fa Sp Su Fa Sp
Develop program assessment plan X X X (refine) Collect baseline data X Collect and analyze results, refine plan, make improvements
X X X
Year 3: 2015-16 Year 4: 2016-17 Year 5: 2017-18Su Fa Sp Su Fa Sp Su Fa Sp
Develop program assessment plan
Collect baseline data Collect and analyze results, refine plan, make improvements
X X X X X X X X X
Year 1 Assessment Calendar,Programs of Study
First Year of ParticipationWhen What WhoFall Create a plan to help all students in the
program attain the six INtopFORM learning outcomes
Program of Study Faculty
Design assessment of ITF learning outcomes
Program of Study Faculty
Spring Collect and report baseline assessment data Program of Study Faculty
Fall, Spring, and Summer
Collect and report baseline CCTST data Assessment and Teaching
Summer Send participating programs of study analysis of baseline data, including CCTST
Assessment and Teaching
Year 2 Assessment Calendar,Programs of Study
Second Year of ParticipationWhen What WhoFall and Spring Implement plans to help students attain
learning outcomesProgram of Study Faculty
Collect and report data on ITF learning outcomes
Program of Study Faculty
Fall, Spring, and Summer
Collect and report CCTST data Assessment and Teaching
Summer Send participating programs of study analysis of data, including CCTST
Assessment and Teaching
Years 3-5 Assessment Calendar,Programs of Study
Third, Fourth, and Fifth Year of ParticipationWhen What WhoEarly Fall Conduct meeting to evaluate prior year
assessment data and refine program’s INtopFORM plan
Program of Study Faculty, Director of A&T, QEP Director
Fall and Spring Collect and report data on ITF learning outcomes
Program of Study Faculty
Fall, Spring, and Summer
Collect and report CCTST data Assessment and Teaching
Summer Send participating programs of study analysis of data, including CCTST
Assessment and Teaching
Decide what you want your students to learn
Make sure they learn it
Contact InformationCheri Clavier
Director of Assessment and [email protected]
439-7483136 Sherrod
Reedena NewlonExecutive Aide, Assessment and Teaching
137 Sherrod
