6/9/2017. Session Outcomes. About The College! Pathways for Developing an Effective Model for Administrative, Academic and Student Services Assessment
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1 Pathways for Developing an Effective Model for Administrative, Academic and Student Services Assessment 2017 SACSCOC Summer Institute Institutional Effectiveness and Strategic Planning Participants will be able to: Session Outcomes identify key components of an effective assessment model. apply concepts in scenario based activity to close the loop. develop an understanding of strategies for cultural change that can be implemented at their own institutions. About The College! Public institution in Charleston, South Carolina, founded in ,375 undergraduate students and 919 graduate students Emphasis on liberal arts education 59 majors, 21 master s degree programs, 10 graduate certificate programs 8 schools and an Honors College 220+ student clubs and organizations 19 varsity sports teams 1
2 Institutional Effectiveness Regarding the Standard CS 3.3.1, SACSCOC asks the following questions when reviewing your reports: How are expected outcomes clearly defined in measureable terms? What assessment instruments are used and why were they selected? How are the periodic reviews used for improvement? To what extent were the outcomes achieved? Have improvements been made as a result of assessment findings? Assessment in Action We do this, but do not label it as assessment. When you ask students or perspective students if their needs were met before they leave your office. When you leave a two question flyer on your counter for the students/public to provide feedback. When you survey what students need. When you change a process because you realize service needs were not being met. When you make a change because you observed a student become confused by a process, layout, or form. Purposes of Assessment To improve provides feedback to improve the services (i.e., quality, cost, efficiency, reliability). To inform informs staff and other decision-makers of the contributions and impact of the unit to the development and growth of students. To illustrate provides evidence of what the unit is accomplishing based on facts. To support provides support to decision-making activities such as unit reviews, strategic planning, and external accountability activities (e.g., accreditation) University of Central Florida Administrative Assessment Handbook 2
3 Key questions What is my unit supposed to accomplish? How well are you doing it? What do I want students to be able to do/know/value as a result of the program or activity? How do we know students have accomplished it? Evidence? What problems exist in your unit? How do we use information to improve and celebrate successes? Do the improvements we make contribute to the development and growth of students? Bresciani, M.J. (2006) What is IE Assessment? Institutional Effectiveness (IE) assessment is the art and science of knowing: a) what students know, do, and value; and b) how to improve services and operations. IE assessment encompasses: defining clearly articulated outcomes; implementing strategies to achieve those outcomes; assessing achievement of those outcomes; and using the results of those assessments to improve programs and services and inform planning and resource allocation decisions. Exercise 1: Assessment Needs 3
4 Assessment Process Step 1: Articulate a Mission of Unit and Goals for Achievement Primary functions, stakeholders, primary activities Step 5: Develop and Implement Improvement Strategies: Enhance Services, delete services, add personnel, enhance technology, etc. Step 2: Define Outcomes Efficiency, Productivity Impact on Students Awareness, Values, Beliefs, Skills, Satisfaction Knowledge Step 4: Identify Weaknesses Using Collected Data Data collection and analysis, reflection, communication Step 3: Identify Measurement Approaches with Performance Targets Direct and Indirect (Surveys, pre-post tests, focus groups, efficiency measures) Developing an Assessment Plan Define Outcomes Efficiency Effectiveness Student Impact Identify Measurement Approaches Alignment Direct vs. Indirect Type Goal and Outcomes Goal: broad, general statement of what the unit intends to accomplish. Outcome: a specific, measurable statement that describes desired performance. Student learning outcome: focus on the intended abilities, knowledge, values, and attitudes a student should demonstrate after having used certain services or having participated in an activity. Operational outcome: a type of outcome that deals with functions, resource allocation, demand, quality, efficiency and effectiveness. 4
5 Focus of Outcomes Volume of unit activity Efficiency Compliance Effectiveness Satisfaction What unit intends to accomplish? How successful is the unit in producing a desired or intended result? How are the processes meeting rules or standards? What students/staff/faculty are able to do after receiving administrative unit s services? How satisfied are stakeholders with the services? Think SMART Specific Clear and definite terms describing expected quality, efficiency, performance Measurable It is feasible to get the data, data are accurate and reliable; it can be assessed in more than one way Aggressive but Attainable Has the potential to improve the program Results-oriented Describe what standards are expected Time-bound Describe where you would like to be within a specified time period Drucker, 1954 MATURE Measures Matches directly related to the outcome it is measuring Appropriate methods uses appropriate direct and indirect measures Targets indicates desired level of performance Useful measures help identify what to improve Reliable based on tested, known methods Effective and Efficient characterize the outcome concisely Borrowed from UCF 5
6 Identifying Measures When will assessment activities take place? Where will information that reflects accomplishment of outcome be found? How will the assessments be accomplished? How will the data be collected? What instrument will be used? Will the collected data be able to provide the evidence of intended end results (outcome)? Will the data be quantitate or qualitative? Measures for Student Learning Outcomes Direct measures standardized exams portfolios (with rubrics) locally developed exams behavioral observations embedded questions videotape external examiners/judges simulations oral exams project evaluations minute papers performance appraisals written surveys and questionnaires: student perception alumni perception employer perception Indirect measures exit and other interviews focus groups student records staff time cost materials equipment other resources cost per unit output written surveys and questionnaires: stakeholder perception o students o staff/faculty Measures for Operational Outcomes Direct measures Indirect measures reliability accuracy courtesy competence reduction in errors audit, external evaluator interviews focus groups 6
7 Criteria of Success Identify a reasonable level of service improvement based on previous year s result (if applicable) given the resources and personnel of the unit Set performance targets as reference points or benchmarks Select a percentage of improvement for services If possible, use peer institutions who provide the same service to help identify Crafting Outcomes Target Group Students participating in the Bonner Leader program will demonstrate proficiency in the skills of active citizenship through training or the travel experiences. Do, Know, Value Intervention Type of Measure Crafting Measures Target Group Alternative break reflection journals will be administered to students participating in the Bonner Leader program to assess the following two dimensions: civic communication; and civic action and reflection. The AAC&U Civic Engagement VALUE Rubric (4-point scale) will be utilized. The average score of students for civic skills will be 3.11 for civic communication and 2.67 for civic action and reflection Performance Target 7
8 Mapping Example: Reviewing Student Learning Outcomes Outcome: Entering students will demonstrate an understanding of the student disciplinary policies administered by the Office of the Dean of Students. Example of a measure that does not match the outcome: Measure 1: Students will successfully download the disciplinary policies from the Student Affairs webpage. Example of measure that matches the outcome: Measure 2: After the College s orientation session, students will achieve a 90% or higher on the set of questions related to the disciplinary policies. Exercise 2: Alignment 8
9 Identify Weakness Using Collected Data Developing Assessment Results Data Analysis Reflection Communication Develop and Implement Improvement Strategies Enhance Services Delete Services Add Personnel Enhance Technology The problem with assessment Curriculum Assessment Outcomes Ashley Finley, AAC&U Interpreting Results Which assumptions were validated? Which need to be reconsidered? Are assessment instruments and/or procedures reliable and valid? Are there opportunities for programmatic/unit expansion, reorganization, additions, cuts, and changes in overall direction? How do findings inform programmatic/unit improvement? Can findings address accountability and accreditation expectations for the institution? 9
10 Data Analysis Do you want to report how many people answered a, b, c, d? a change in score between two points in time? how people compared? how many people reached a certain level? Pre-post data Check data any individual not responding to both pre and post should be discarded Decide to report individual change or combined change Summary statistics Measures of central tendency (mean, median, mode) Frequency distributions Percentage distributions Summarizing Results Attach documents to support the data (rubrics, sample artifacts, logs, survey reports) Describe sampling procedures (if applicable); to include population (N) and sample size (n) Include n for all the percentages, for example 80% (n=150) Summaries are written for a general audience Identify strengths and weaknesses of the data and collection mechanisms Spell out acronyms Avoid use of personal pronouns (we, our, us) Dig deeper Did different groups show different results? Were there findings that surprised you? Are there results you don t understand very well further study needed? 10
11 Results Outcome: The Career Center will implement the use of an electronic hire form to improve the efficiency and effectiveness of hiring student employees. Measure 1: Track number of hire forms submitted electronically versus on paper. Performance target: 95% of all student employment hire forms will be submitted via the electronic form during the hiring cycle. Results 86% (n=1869) of the N=2167 student employment hiring forms were submitted electronically and 14% (n=298) were submitted as paper forms during the hiring. Fall 2016 Spring 2017 n % n % TOTAL Electronic % % 1869 Paper % % 298 TOTAL % % 2167 Use of Assessment Results: Reflection What did you find and learn? Were the targets met? What conclusions can be drawn? What are the limitations of the analysis? What does the data mean for your administrative unit? What are your interpretations of the data? With whom did you discuss/share the assessment findings? What improvement strategies did you mention in the past? Use of Assessment Results: Suggested Improvements Identify areas that need to be monitored, remediated, or improved. Include at least one specific implemented and/or recommended change based on the assessment data to improve learning, program quality, or unit operations. Improve training/workshop Alter scheduling/frequency of services Revise content of program Budgetary adjustments 11
12 Closing the Loop Assess changes Measure effectiveness Craft outcomes and measures Collect and score artifacts Discuss findings Decide changes to make Report Why Close the Loop? To Promote Continuous Improvement - rather than inspection at the end To Improve Service Effectiveness To Inform Planning and Budgeting To Improve Unit Efficiency To Improve Student Learning SACSCOC doesn t want We met our benchmark, therefore no change is needed We plan to discuss ways to improve Everything was out of our hands, so we cannot do anything to improve We do not have access to our data, therefore Somebody else wrote the report, therefore 12
13 Undergraduate Research and Creative Activities Outcome: URCA will effectively communicate opportunities for research grants to faculty and students through workshops to facilitate more successful grant submissions. Measure 1: Track the number of workshops offered. Performance Target: 9 workshops will be offered Measure 2: Track the attendees to determine if the sessions encouraged grant submissions and led to grant success. Performance Target: 50 attendees, 40 grant submissions, and 75% acceptance rate. Results: URCA offered 10 workshops in (8 in ). A total of 60 students and faculty attended these sessions. 48% (n=29) submitted a grant application and all 14 (100%) were successfully granted funding. Overall, the information sessions were more successful in garnering attendees, as attendance increased by 28. Table 1. URCA Workshops and Grant Subissions Statistics Number attendees Grant submissions 27 (84%) 29 (48%) Successful grants 15 (56%) 29 (100%) Undergraduate Research and Creative Activities Use of Results: Implemented Strategies ( ) Adapted the workshop curriculum to include additional techniques for successful grant writing. The College implemented a new marketing tool (Yammer) and URCA used this to promote their workshops Increase number of workshops by 2 Planned Strategies for Improvement ( ) Begin the process of creating a institutional database of available grants Increase efforts with other academic schools, including workshops for faculty on the benefit of undergraduate research Leadership Center Outcome: Student participants of this program will show a measured increase in their understanding and approach to leadership, enhanced professionalism and self confidence, and greater interpersonal competence. Background: Leadership CofC provides an extensive learning opportunity for a specific number of juniors and seniors. A cohort of approximately 60 undergraduate students are selected through a nomination, application, and interview process. Measure 1: A pre/post survey will be administered to participants in Leadership CofC to assess targeted learning for the seven events. Performance Target: 90% of students will show a gain of knowledge by participating in the program as measured by the survey. Measure 2: Based on historical data, a retention of 52 participants(from a cohort of 60) is expected from the first program to last program in the series. Results will be tracked through an attendance log. Performance Target: 52 participants (from a cohort of 60) will be retained from first program to last. (#FY 15) 13
14 Leadership Center Results Pre-post survey (September 2015 and April 2016). 96% total increase from pre to post. (N=32) The following 5 categories were used: Ability to identify with people different... 94% increase (n=30) Ability to work with people different...97% increase (n=31) Understanding of leadership...94% increase (n=30) Ability to communicate with others...97% increase (n=31) Satisfaction of ability to set and accomplish goals...100% increase (n=32) Table 1. Session Retention Session1 Session 2 Session 3 Session 4 Session 5 # of students Leadership Center Use of Results Data will be used to determine if additional monies should be added to this program line in the overall Leadership Center budget for future years. Additionally, the program satisfaction data will help to dictate future event topics, number and type of offerings, and any structural or format changes. For next year, new monthly program and pre/post surveys will be created that measure objectives that correlate directly with the existing learning goals for the Leadership CofC program. An attempt to be more quantitative is a focus as well. In an effort to increase the sample population, the administration for the pre/post survey will be changed from an online format to a hard copy, where the time and place can be more controlled. Exercise 3: Closing the Loop 14
15 Assessment Rubric (Plan) Assessment Rubric (Results) Strategies for Cultural Change 15
16 Strategy 1: Audit of Plans and Results Read, read, read! Review every assessment report and make notations on strengths and weaknesses Develop a system for tracking which programs will require follow-up Excel spreadsheet Notify deans, associate vice presidents and other campus leaders of the process It s all about continuous improvement! Strategy 2: Provide a Toolbox of Resources Assessment Guide Step-by-step instructions for online software (if used) Sample resources: How to Write a Mission Statement Writing Outcomes, Bloom s Taxonomy Curriculum Maps Recommended Sample Size Rubric repository Examples of good assessment results & plans Make them available on the web and provide during consultations Strategy 3: Conduct Assessment Consultations Meet one on one with program directors/assessment coordinators This is a time investment, but a necessary step Build relationships Provide hands-on specific guidance for improvement Will likely have to do this for at least two or more assessment cycles Track assessment consultations 16
17 Strategy 4: Communicate Findings Information that is not effectively shared with others will not be effectively used. Source: Building a Successful Evaluation Center for Substance Abuse Prevention Celebrate assessment work Involve all levels of administration Highlight programs and units that clearly demonstrate closing the loop Share best practices Strategy 5: Celebrate Assessment The program coordinator for general education receiving a certificate of appreciation from the President at Education Innovation Day. Strategies for Meaningful Assessment Comprehensive, systematic, and continuous process Broad-based involvement from faculty, staff, and administrators Measurable outcomes Focuses on student learning and/or operations Multiple meaningful measures and performance targets Collects meaningful and accurate data Results valued and genuinely used to improve programs and processes Means for self-improvement 17
18 Divya Bhati Associate Vice President Continue the conversation.. Josh Bloodworth Associate Director of Accreditation and Assessment Office for Institutional Effectiveness and Strategic Planning 66 George Street, Randolph Hall 206 oiep.cofc.edu (843)
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