How to Create a Basic Assessment Plan in Four Steps!
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Assessment is all the rage in student affairs! We know that our programs are impacting students in a positive way, but how do we demonstrate with evidence the success of our work? Follow these four simple steps and you will understand the basics in starting an assessment plan in your field. You will learn how to set goals, design learning outcomes, collective evidence, and analyze your findings.
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How to Create a Basic Assessment Plan in Four Steps!
- 1. ASSESSMENT IS ALMOST FUN, I SWEAR Matt W. Cummings @mattwcummings
- 2. It helps tell our story
- 3. Of the success we bring our students
- 4. It provides valuable insight for improvement
- 5. And direction for our intended future
- 6. We’re Gonna Cover Organizing an Assessment Plan
- 7. We’re Gonna Cover Organizing an Assessment Plan Writing Good Learning Outcomes
- 8. We’re Gonna Cover Organizing an Assessment Plan Writing Good Learning Outcomes Collecting Data
- 9. We’re Gonna Cover Organizing an Assessment Plan Writing Good Learning Outcomes Collecting Data Interpreting Data
- 11. First, start with goals
- 12. [Don’t use SMART Goals]
- 13. [They’re Boring]
- 14. Goals are wild, full of vision, contain hope, aspirations, your heart’s desires. They are not measurable, tangible, or realistic.
- 15. “There are two types of people, those who set attainable goals that are small and well contained. There is little risk and little reward. All their life is spent playing it safe. ……..
- 16. “….Then, there are the dreamers, the visionaries, those who are not afraid to fail, to learn and grow from their mistakes, those who dream big and then put all their energy into succeeding.”
- 17. Write down all the goals for your program These inspire your…
- 18. 2
- 19. LEARNING OUTCOMES SHOULD BE “SMART” USE THE: 3M’S Measurable
- 20. LEARNING OUTCOMES SHOULD BE “SMART” USE THE: 3M’S Measurable Manageable
- 21. LEARNING OUTCOMES SHOULD BE “SMART” USE THE: 3M’S Meaningful Measurable Manageable
- 22. Learning Outcomes describe the intended results of participation
- 24. Verbs ala Bloom’s Taxonomy
- 25. [Use the AACU Value Rubrics as a Reference Point]
- 26. ASK Your Self
- 27. Can this be measured?
- 29. If So….
- 30. You’ve Got Learning Outcomes
- 31. Next, where does that student learning take place?
- 34. Assessment Outline Start With Goals Develop Learning Outcomes List Activities Where Learning Takes Place
- 36. All Moments are Data Moments
- 37. Structure All Interactions Around Learning Outcomes One On One’s Group Meetings Journals
- 39. Structure All Interactions Around Learning Outcomes Quantitative is Great, but Qualitative Digs Deep
- 40. (One Month After a Workshop) Can you describe a situation in which you applied the skills from the leadership orientation This workshop taught applicable leadership skills Strongly Agree Agree Disagree Strongly Disagree VS
- 41. All Moments are Data Moments Be Ready to Collect
- 42. 4Analyze Data
- 43. You have data, now what?
- 44. We will utilize the thematic analysis
- 45. Thematic Analysis 1. ReadYour Data 2. RereadYour Data 3. Organize Data Into Concepts 4. Label Concepts 5. Report Findings
- 46. Thematic Analysis Creates labels for common themes within the data
- 47. Helpful Hints Use: Dedoose QDA Miner Lite
- 48. Helpful Hints Use: Dedoose QDA Miner Lite They’re online platforms that will help you organize and quantify your data
- 50. Cross-Refernce Your Findings With NSSE, research, journals, and other collected internal data
- 51. Let’s Review
- 52. Assessment Outline Start With Goals Develop Learning Outcomes List Activities Collect and Interpret Data Report Findings
- 53. SOURCES
- 54. ASSESSMENT Got Questions? Matt W. Cummings @mattwcummings matthewcummings@depauw.edu