OUTCOMES ASSESSMENT WORKSHOP. May 31, 2018
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1 OUTCOMES ASSESSMENT WORKSHOP May 31,
2 JRCERT Mission The JRCERT promotes excellence in education and elevates quality and safety of patient care through the accreditation of educational programs in radiography, radiation therapy, magnetic resonance, and medical dosimetry. 2
3 What is Assessment? Assessment is the systematic collection, review, and use of information to improve student learning and educational quality - JRCERT, Standard Five Objective 5.1 based on Palomba and Banta s definition (Assessment Essentials, 1999) Assessment Essentials 2 nd Ed (2015) The process of providing credible evidence of resources, implementation actions, and outcomes undertaken for the purpose of improving the effectiveness of instruction, programs, and services in higher education. 3
4 What is Self-Assessment? A process that provides information to participants, allowing clear evaluation of the process, the ability to understand the overall quality of the process and the opportunity to identify areas for improvement. Structure to compare, voice concerns, identify outcomes, low stakes for improvement, better prepared to share goals, practices, and measureable outcomes (New Leadership Alliance, 2012) 4
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9 What is Student Learning Outcomes Assessment? The ongoing process of 1. Establishing clear, measurable, expected SLOs 2. Systematically gathering, analyzing, and interpreting evidence to determine how well students learning matches expectations 3. Using the resulting information to understand and improve student learning 4. Reporting on processes and results 9
10 Assessment Involves: Making your expectations explicit and public Using the resulting information to document, explain, and improve performance 10
11 Goal of Assessment? Information-based decision making The end of assessment is action Do not attempt to achieve the perfect research design gather enough data to provide a reasonable basis for action. 11 Wolvoord (2010)
12 Pitfalls of Assessment Compliance with external demands Gathering data no one will use Making the process too complicated 12
13 Course Grades Course grade cannot pinpoint concepts that students have or have not mastered Grading Criteria Attendance, Participation, Bonus points Inter-rater reliability or vague grading standards Not holistic Do grades have a place in an Assessment program? 13
14 Curriculum Map Courses Student Learning Outcomes SLO 1 SLO 2 SLO 3 SLO 4 RAD 150 RAD 153 I I I RAD 154 R I I RAD 232 R R R R RAD 234 R R RAD 250 M M M&A M RAD255 M&A M&A A M&A I = introduce R = reinforce, practice M = mastery A = assessed for program assessment 0 = no emphasis 1 = minor emphasis 2 = moderate emphasis 3 = significant emphasis 14
15 Types of Assessment Student Learning What students will do or achieve Knowledge Skills Attitudes Program Effectiveness What the program will do or achieve Certification Pass Rate Job Placement Rate Program Completion Rate Graduate Satisfaction Employer Satisfaction 15
16 Types of Assessment Formative Assessment Gathering of information during the progression of a program. Summative Assessment Gathering of information at the conclusion of a program. Allows for student improvement prior to program completion. 16
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18 STUDENT LEARNING OUTCOMES
19 Student Learning Outcomes Specific Measureable Attainable Realistic Targeted 19
20 Student Learning Outcomes Students will. action verb something SLOs 20
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22 22 KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe Produce Propose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Lower division course outcomes
23 23 KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe Produce Propose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Upper division Course / Program outcomes
24 Assessment Measurements The most important criterion when selecting an assessment method is whether it will provide useful information - information that indicates whether students are learning and developing in ways faculty have agreed are important. (Palomba & Banta, 1999) 24
25 Types of Assessment Measurements Direct Assessment Measurements Demonstrate learning Performance learning allows students to demonstrate their skills through activities Indirect Assessment Measurements Provides reflection about learning 25
26 Measurements Direct Indirect Rubrics Unit or Final Exams Capstone Courses Portfolios Case Studies Surveys (Graduate, Employer) Self-Evaluations Exit Interviews Focus Groups Reflective Essays Embedded Questions 26
27 What should measurement tools do for you? MUST measure the outcome Should represent your students achievements as accurately as possible Should assess not only whether the students are learning, but how well 27
28 Measurements So what do our tools tell us about our students learning? Are the results providing us with credible evidence? Let s look at some common tools. 28
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34 Benchmarks a point of reference from which measurements may be made something that serves as a standard by which others may be measured or judged 34
35 Benchmarks Standard of Performance Realistic yet Attainable External or Internal No Double Quantifiers (Qualifiers) Rating Scale 35
36 Benchmarks (Examples) Tool Benchmark Timeframe Capstone Course Final Portfolio 94.5 pts (100 scale) 5th Semester Clinical Evaluation Form (Section 2) 4.0 (5.0 scale) 5th Semester Debate Rubric 31.5 points (35 possible points) 4th Semester 36
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38 Collection Of Data And Data Analysis
39 Collect and Trend the Data Report the actual data On assessment plan On separate document Should facilitate comparison Comparison of cohorts Comparison of students attending certain clinical setting Show dates 39
40 Data Analysis What do the data say about your students mastery of subject matter, of research skills, or of writing and speaking? What do the data say about your students preparation for taking the next career step? Do you see areas where performance is okay, but not outstanding, and where you d like to see a higher level of performance? UMass-Amherst, OAPA: 40
41 How can assessment data be used? Primary Uses Secondary Uses Curriculum Review Requests to Curriculum Committee Accreditation Reports and Reviews Recruiting Alumni Newsletter Other publications Grants and other Funding UMass-Amherst, OAPA 41
42 Identify benchmarks met Sustained effort Monitoring Evaluate benchmarks Data Analysis Identify benchmarks not met Targets for improvement Study the problem before trying to solve it!! Evaluate benchmark Identify 3 years of data (trend) 42
43 Data Collection and Analysis? Outcome Benchmark Results Analysis/Action Students will demonstrate radiation protection. 85% of students will average a score of 5.0 (6.0 scale) 100% of students scored 5 or better. Benchmark met. Students will select appropriate technical factors. 75% of students will average a score of 85% or better 100% of students scored 85% or better. Continue to monitor Employers will find our graduates as proficient in radiation protection and safety. 80% of employer surveys will rate grads as Above Average or Excellent 100% of employers rate our grads as being Above Average or Excellent in proficiency of radiation protection skills. No Action Needed. 43
44 Data Collection and Analysis Example Outcome Benchmark Results Analysis/Action Students will demonstrate radiation protection. 5.0 (6.0 scale) 5.28 Benchmark met. For the past 2 years this result has increased (07/08: 4.90; 08/09: 5.15). This may be attributed to an increased emphasis of rad. protection throughout this semester. Graduates will manipulate the typical examination protocol to meet the needs of a trauma patient (5.0 scale) 3.40 Benchmark not met. This result continually improves with each cohort (07/08: 3.25; 08/09: 3.33). The increased amount of lab time throughout the curriculum could be attributed to an increase in this result. Continue to monitor.
45 NOW WHAT?
46 is cumulative Ongoing Assessment is fostered when assessment involves a linked series of activities undertaken over time may involve tracking progress of individuals or cohorts is done in the spirit of continuous improvement 46
47 Closing the Cycle The process of drawing conclusions should be open to all those who are likely to be affected by the results the communities of interest. Analysis of the assessment data needs to be shared and formally documented. For example, meeting minutes from Assessment or Advisory Committee. 47
48 Evaluation of the Assessment Plan Evaluate the assessment plan itself to assure that assessment measures are adequate. Evaluation should assure that assessment is effective in measuring student learning outcomes. Document with meeting minutes. Objective
49 49 Answer These Questions Is our mission statement still applicable for what the program is trying to achieve? Are we measuring valuable outcomes that are indicative of the graduate we are trying to produce? Do we like the plan? Does the plan provide us with the data that we are seeking? Are the student learning outcomes still applicable? Are the SLOs measurable?
50 Answer These Questions Do we want to use new tools to collect data for the SLO s? Are our benchmarks appropriate? Do our benchmarks need adjustment? Are the appropriate personnel collecting the data? Are the data collection timeframes appropriate? Make recommendations based on the answers 50
51 Keeping Your Documentation For each year: 1. Copy of Assessment Plan 2. Actual tools for each one identified in plan Do calculations on this tool. 3. Example of each tool (blank). 4. Meeting minutes that document analysis and sharing of the SLO and PED data. 5. Documentation of examples of changes that were implemented as a result of data gleaned from assessment process. 6. Meeting minutes documenting that the assessment plan has been evaluated to assure that measures are adequate and that the process is effective in measuring SLOs. 51
52 JRCERT Contact Information 20 North Wacker Drive, Suite 2850 Chicago, IL (312)
53 THANK YOU!! for supporting excellence in education and quality patient care through programmatic accreditation. 53
54 References and Bibliography Allen, M.J.(2004). Assessing academic programs in higher education. Bolton, MA: Anker Publishing Company, Inc. New Leadership Alliance. (2012). Assuring Quality: An Institutional Self- Assessment Tool for Excellent Practice in Student Learning Outcomes Assessment. Washington DC: New Leadership Alliance for Student Learning and Accountability. Palomba, C & Banta, T (1999) Assessment Essentials Banta & Palomba (2015) Assessment Essentials 2 nd ed. Suskie, L.(2009). Assessing student learning: A common sense guide. San Francisco, CA: Jossey-Bass. Walvoord, B. E. (2010). Assessment clear & simple: A practical guide for institutions, departments, and general education. San Francisco, CA: Jossey-Bass. 54
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