IUPUI Assessment Institute Evolution of an Institutional ... · IUPUI Assessment Institute Evolution of an Institutional-wide Assessment Plan: Using Data to Improve Student Learning

IUPUI Assessment Institute Evolution of an Institutional-wide Assessment Plan: Using Data to Improve Student Learning

Dr. Jody DeKorte, Dean School of General Education & Open College Dr. Kathy Ingram, Assistant Dean of Curriculum

October 22, 2018

MISSION Purdue University Global delivers personalized online education tailored to the unique needs of adults who have work or life experience beyond the classroom, enabling them to develop essential academic and professional skills with the support and flexibility they need to achieve their career goals.

Purdue University Global

Source: https://www.purdueglobal.edu/about/mission-purpose-philosophy.pdf

OVERVIEW • Programs/ Degrees

• Associates

• Bachelors

• Masters

• Doctoral

• Students • Average age mid-30’s

• High percentage are female

• They work full time

• Family responsibilities

Purdue University Global

Source: https://www.purdueglobal.edu/about/mission-purpose-philosophy.pdf

IUPUI Assessment Institute| Evolution of an Institution-wide Assessment Plan

PG Assessment Program

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Guiding Questions for Program Development

• How do we determine what to assess?

• How do we incorporate new outcomes across the curriculum?

• How do you create culture that values well-written assessment?

• How do we keep outcomes current and valid?

• How do you ensure that assessments are valid?

• How do you design discipline specific assessments?

• How do we help faculty: • understand the assessments?

• apply the criteria consistently (inter-rater reliability)?

• support students:

• provide timely feedback?

• How well do students understand the various assessments and reports?


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•Integration of GELs & PCs across student programs

•Faculty driven outcomes

•Continuous professional development in multiple formats

•Student information documents

•Business and Industry support

How did we determine what to assess?

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Three Types of Outcomes

• Course Outcomes: Course outcomes are discipline- and content-specific learning

outcomes.

• General Education Literacies (GEL): General Education Literacies expose students to 10

areas of general education throughout their program of study: Arts and Humanities,

Communications, Critical Thinking, Ethics, Mathematics, Professionalism and Career

Development, Research and Information, Science, Social Science, and Technology.

• Professional Competencies (PC): In the undergraduate programs, the Communications,

Problem-Solving, and Critical-Thinking aspects of the Professional Competencies are taught

within the General Education Literacies. The additional aspects of Teamwork, Leadership,

Personal Presentation, and Multiculturalism and Diversity round out the body of

Professional Competencies. At the graduate level, all six Professional Competencies are

embedded throughout program coursework.


How do we incorporate outcomes across the curriculum?

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PG CLA Program Evolution


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Note: GELs are in all undergraduate core and elective courses. PCs are in core undergraduate

and graduate courses


How did we create a culture that values well-written assessments?

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Systematic, Systemic, and Collaborative

• Faculty GEL/PC committees

• Collaboration across PG

• Centralized Curriculum & Innovation team

• Assessment and Research Team support through data collection and analysis

• University Assessment Committee support for project


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Faculty-Driven

• Each program is divided into a series of courses which prepare students for employment in the field by providing preparation, practice, and opportunities to show mastery of the program outcomes.

• Faculty members assess student mastery of each course outcome through Course Learning Assessments (CLA), which are mapped to program outcomes.

• GELs and PCs are also assessed which allow students, faculty, and programs administrators to see how the student progresses throughout their entire program.

• Each GEL and PC area has a committee comprising of faculty and academic staff who are subject matter experts from across the university, for writing outcomes, developing rubrics, and reviewing and approving the manner in which the outcomes are taught in each course.

No Progress

0

Introductory

1

Emergent

2

Practiced

3

Proficient

4

Mastery

5

Standard Rubric Scale


How do we keep our outcomes current & valid?

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Course Level Outcomes

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Business Program Outcomes


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Programmatic Outcome Alignment


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Systematic Curriculum Processes

● Systematic &

Systemic ● Program Mapping ● Course Mapping

● Outcomes ● Program ● Course ● Unit

Data-driven

● Outcome driven ● University

standards ● Adult learners

● Review of Data ● Master list ● Student feedback ● Faculty feedback ● Course Lead

meetings


How do we ensure that assessments are valid?

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Systemic and Collaborative

Purdue University Global | This is Where the Title of the Presentation Will Go

Academic Leadership,

Faculty, CL/ SME,

ADoC, and CS

Chair, Faculty,

ADoC, and CS

C&I Team

Faculty SME/CL and CS

Faculty SME/ CL, C&I

Team

Course-Level Assessment: Collaborative Design Process

22

Course Map Outcomes Rubrics Assessment

Bloom’s Taxonomy of Cognitive Skills, From Rothwell & Kazansas (1998)

How do we design discipline specific assessments?

Possible Assessments

HO

Learning

Outcomes

•Apply

•Design

•Create

•Solve

LO

Learning

Outcomes

•State

•List

Formative Assessment

Summative Evaluation

Test- LO Qs

Quiz- same

Survey- Muddiest pt

Pre-quiz- Did they read?

Homework

Test- case study Qs; authentic

Quiz- same

Discussion Board-authentic Qs; case

studies; web quests

Projects/Papers/Portfolios

Reflective Papers

Presentations- Ind., Group

Quiz- Applied Qs; Review

Discussion Board- Review, Summary;

Group-work

Reflective Journals

Case Studies

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Programmatic Assessments Alignment

Paper

Journal

Course

Project

Paper

Course

Project


How do we help faculty?

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Professional Development

• New Faculty Orientation

• Course Lead Training

• GEL and PC Committee Workshops

• Departmental Meetings

• Course Lead Quarterly Meetings

• Departmental Norming Sessions

• Office of Assessment & Assessment Committee Support


How do we help both faculty and students understand?

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Metrics for Continuous Improvement

Next Up…


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What are some of the promising practices that you have at your institution today?

What would you like to incorporate from some of today’s ideas??


References Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.).

The Association of American Colleges and Universities. (2013, April 10). It takes more than a major: Employer priorities for college learning and student success. Retrieved from http://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf

Banta, T. W., Lund. J. P., Black, K. E, & Oblander, F. W. (1996). Assessment in practice: Putting principles to work on

college campuses.

Crisp, G.T. (2012). Integrative assessment: Reframing assessment practice for current and future learning. Assessment & Evaluation in Higher Education, 37(1), pp. 33-43.

Forbes. (2017). America’s best employers for 2015. Retrieved from http://www.forbes.com/companies/kaplan/.

Hanusek, E. A., Woessumann, L., & Zhang, L. (2011). General Education, Vocational Education, and Labor-market Outcomes over the Life-cycle. Retrieved from http://www.econstor.eu/bitstream/10419/58710/1/689824106.pdf

Hart Research Associates. (2013, April 10). It takes more than a major: Employer priorities for college learning and student success. Retrieved from http://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf

Kaplan University. (2016). Academic Report, The Year in Review, 2015-2016.

Mertler, C. A. (2003). Classroom assessment: A practical guide for educators.

Oosterhof, A. (2001). Classroom applications of educational measurement (3rd ed).

Suskie, L. (2004). Assessing student learning: A common sense guide.

Waugh, K.C. & Gronlund, N. E. (2013) Assessment of student achievement (10th ed.)

The Wall Street Journal. (2016, August 30). The ‘soft skills’ employers are looking for. [Web log post]. Retrieved from http://blogs.wsj.com/economics/2016/08/30/the-soft-skills-employers-are-looking-for/

Zumbrunn, S. & Krause, K. (2012). Conversations with leaders: Principles of effective writing instruction. The Reading Teacher, 65(5), 346-353. .

http://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf

http://www.econstor.eu/bitstream/10419/58710/1/689824106.pdf

http://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf

Documents

IUPUI Assessment Institute Evolution of an Institutional ... · IUPUI Assessment Institute Evolution of an Institutional-wide Assessment Plan: Using Data to Improve Student Learning