The document summarizes a discussion on engaging students in assessment data collection between Adam Peck, Dean of Student Affairs at Stephen F. Austin State University, and Amma Marfo, Assistant Director of Student Activities at Emmanuel College. They discussed methods for collecting valid assessment data from students, overcoming obstacles to creating a student data culture, and motivating students to close the assessment loop by using results to improve. Examples mentioned include using games to collect data and teaching students basic statistics to analyze results.

1. Student Affairs Assessment
Leaders
Structured Conversation |
06.27.2013

2. Adam Peck, Ph.D.
Dean of Student Affairs, Stephen F. Austin State
University
Frequent speaker on assessment methodologies, as
well as cultivating creativity and critical thinking
Amma Marfo, M.Ed
Assistant Director of Student Activities, Involvement
and Assessment, Emmanuel College
Coordinates assessment for the Office of Student
Activities and Multicultural Programs

3. Gather
Evidence
Review and
Interpret
Results
Recommend
Actions
Implement
Change to
Improve
Determine
Hot to
Achieve
Outcomes
Closing
the
Loop
Identify
Specific
Outcomes
Articulate
Mission
and Goals

4. Gather
Evidence
Review and
Interpret
Results
Recommend
Actions
Implement
Change to
Improve
Determine
Hot to
Achieve
Outcomes
Opening
the
Loop
Communica
te Results
to Students

5. • The learner will understand how common assessment
methodologies can be adapted for student use.
• The learner will be able to identify three methods of collecting
valid assessment that are suitable for student use.
• The learner will appreciate how increasing student awareness
of assessment can help them to identify and prompt their own
learning.
• The learner will be able to apply what is learned to develop
their own approaches to involving students in the assessment
process.

6. 1. How have you engaged students in collecting assessment
data?
2. How can we increase the reliability (qualitative) and validity
(quantitative) of student-collected data?
3. What obstacles have you experienced in creating a culture of
student-collected data? How have they been overcome?
4. How do we encourage students to close the loop and use the
results?
5. How do we motivate or incentivize the use of these practices?
6. How can we help students become aware of their own
learning inside and outside the classroom, and help them
connect to other things that they’re learning?

7. • Raise your hand or type in a question at any time!
Because there are two of us, we’ll do our best to get to
your input or queries as we talk.
• Don’t be afraid to ask questions! Assessment is a
complicated beast, so ask if you need clarification or
don’t understand what we’re saying.
• Want to save your questions for a more private forum?
Feel free to email us, we’re happy to chat more!
• Adam: peckae@sfasu.edu
• Amma: amma.marfo@gmail.com

8. Encourage use of assessment methods that embrace a common
vernacular or concept.
Example: Apples to Apples as an assessment tool! (Individual, or
as part of a focus group)
End of semester/year exit interview questions were phrased in such a way
that they could respond with a green card. Simple answers such as
“good” or “fine” were replaced with robust
alternatives, and made the process fun!
Other Iterations: “Kings” style playing cards,
Trivial Pursuit as a collection mechanism for
dimensions of an experience.

9. Student Organization Assessment Center (SOAC), Texas A&M
University

10. Make assessment of programs easy.
How did you like tonight’s
program?
Excellent
Good
Fair
Poor
Terrible

11. • Give them tools to use.
• Teach them basic statistics

12. Make some tools for them to use.

13. Teach them to do paired t-tests using Excel. Make sure
they know that they not only need the same number of
students in a pre-post, but need to make sure they are the
same students. Show them how a p-value relates to the
confidence interval.

14. Two main obstacles commonly encountered:
• “I don’t know what to ask!”
• “I don’t understand why this is important.”
Combat the first concern by asking a LOT of questions of
those wishing to assess a program or initiative!
Combat the second concern by applying the “miserable
job” model (Lencioni, 2007)
• Fight against irrelevance, anonymity, and
immeasurement

15. • Paul Jacobsen-Miller, Emporia State University
• “The Good, The Bad, and the Ugly” of Survey Questions

16. • Make it a part of officer transition
• Change the flow of group development
• Build it into end of year celebrations
• Publicize (positive and negative) results

17. Handing the baton.
We have to ensure there is interaction between outgoing
officers and informing officers.

18. Change the flow.
We have to move goal setting from the beginning of the
organizational calendar to the end of it. Encourage organizations
to go beyond celebrating achievements into assessing
weaknesses.

20. Publicize the results!

21. • Incorporate use of assessment into criteria for year-end
awards for programs and organizations.
• Allow students who are good at these topics to teach
others about it
• Get on Board Day, Emmanuel College
• Student Organization Development Series, Emmanuel College

22. University of Rochester Students Association

23. • Week of Reflection
• Fortune Reflection Cookies
• Gratitude

27. Adam Peck, Ph.D.
Dean of Student Affairs, Stephen F. Austin State
University
Email: peckae@sfasu.edu
Phone: 936.468-7249
Amma Marfo, M.Ed
Assistant Director of Student Activities, Involvement
and Assessment, Emmanuel College
Email:
amma.marfo@gmail.com
Phone: 617.735.9963