Assessment Cycle
California Lutheran University
Deans’ Council
February 6, 2006
California Lutheran University
Core Values
Dedicated to educating leaders for a
global society who are strong in
character and judgment, confident
in their identity and vocation, and
committed to service and justice.
Excellence Service
Diversity Respect
Responsibility Courage
Pursuit of Truth
Assessment
Cycle
Strategic
Plan 2014
Assessment
Symposium
Program
Review
Assessment
Cycle
Strategic
Plan 2014
Assessment
Symposium
Program
Review
Assessment Symposium
Assessment
Symposium
Purpose
Report assessment evidence and ways
in which the evidence was and will be
used to improve student learning and
the quality of our service.
Assessment
Symposium
Guiding Principles
 Simple
 Meaningful
Assessment
Symposium
Benefits
 Sharing
of research and learnings
(e.g. Program Review)
 Engages
various members of the
University Community
 Listen,
learn, and appreciate others
Assessment
Symposium
Benefits
 Supportive
environment via
roundtable format
 Encourages
assessment to become
part of our practice
 Research
in Action!
Assessment
Symposium
Features
5
step model
5
– 10 minute presentation
 One
goal
 Standardized
 Review
PowerPoint format
and practice sessions
Assessment
Symposium
5 Step Model
1.
What goal was set?
2.
What research design / measure was
used?
3.
What data were collected?
4.
What emerged from data (analysis)?
5.
What recommendations are made?
Measurable goals set?
Assessment
Symposium
Examples
Academics
 Program Review including External
Review
 External Review only
Operations
External Review Assessment Goal
 Review
of Foundations Courses and
Student Teaching Seminar conducted by
an external university team
 Purpose: to investigate
•
•
•
•
Repetition of concepts
If “diversity” met NCATE standard 4
If field experiences met NCATE standard 4
If Foundation learning outcomes aligned with
Student Teaching
• If exit survey provided data for improvement
Research Design and Data
Collection
 Content
analysis of syllabi including
candidate learning outcomes and anchor
activities
 Analysis of exit survey
 Interviews with Dean and Foundations
Coordinator
Analysis of Data
 Findings





Syllabi content analysis shows appropriate
content
“Diversity” depth is sufficient
Field experiences appropriate for Foundations
courses
Appropriate alignment of Foundations and
Student Teaching Seminar learning outcomes
Exit survey should be strengthened
Future Goals
 Goals




for upcoming year:
Continue to align online and onsite syllabi and
anchor activities
Distribute specific TPE responsibility between
Foundation courses
Specify school demographics for Field
Activities to ensure experience in diversity
Gather exit portfolio data to help guide
program improvement decisions
Operations
Assessment Goal
Reduce the number of complaints received
from credential students
Research Design
 Measures
Used to Collect Data
Toward Goal Progress

Established categories for complaints
and recorded data daily
Resulting from previous Data Analysis:
 Created position of Student Service
Coordinator
 Provided additional training in customer
service and technical areas
 Implemented the development of staff
professional portfolios
Data Collection Results
Credential Complaints
180
160
140
120
100
Series1
80
60
40
20
0
FY02
FY03
FY04
Analysis of Data

Fewer complaints received in areas with
closer proximity of a credential supervisor.
 Mis-advisement has the most room for
improvement; most related to changes or
confusion about state or university
regulations or policies.
 Fewer complaints were received in locations
where professional development was
regularly utilized.
 Greater number of student-centered
initiatives and fewer complaints received from
areas where staff had developed professional
portfolios.
Future Goals
 Develop,
implement and measure
additional ways to communicate policies
in order to decrease “mis-advisement”
complaints.
 Determine the relationship between
complaints and participation in
professional development and proximity
of credential supervision provided.
 Design and implement staff professional
portfolios state-wide.
Assessment Symposium


May 2006, a.m.
Format
Slide 1: Introduction
Slide 2
Slide 3
Slide 4
Slide 5
Slide 6
2005-06 Goal
Assessment
Design
Data
Collection
Analysis of
Data
2006 - 07
Goal
What goal was
set? What
aspects of
student
learning /
service will be
assessed?
Identify
measures
(instrument /
tool) used to
provide data
on progress
toward goal.
What process
was used?
What data
were
collected?
What themes
emerged?
What was
learned?
Recommendations
for growth based
on analysis 
What measurable
goal is set for
2006 - 07?
Assessment
Cycle
Strategic
Plan 2014
Assessment
Symposium
Program
Review
Program Review
Program Review
 In




Progress:
5 reviews completed Spring 2006
Revised Template, incorporating Assessment
Plan into Program Review
Program Review Handbook
March Workshops for upcoming Reviews
 External
Reviewers
 Internal Reviewers
Program
Review
External Reviewers
 Credentials
 External
Californialink
Lutheran
perspective
Nationallink
Aspiring
 Study
components of program through a
series of specific review objectives or
answer questions as prepared by program
faculty.
Program
Review
External Reviewers
 Receive
copies of the Program Review
Report data in advance
 May
be asked to respond to questions
such as:




Do references in syllabi adequately cover
current knowledge in the field?
Do CVs of faculty demonstrate appropriate
qualifications for teaching in this program?
Does the curriculum demonstrate an
undergraduate / graduate level of instruction?
Are assessments appropriate?
Program
Review
External Reviewers
 Complete
a site visit and conduct
interviews with administrators,
faculty, students, employers, and
alumni, as well as review facilities.
Program
Review
External Reviewers’ Report

Three to five pages

Prepare preliminary report on-site

Responds to the objectives or questions

Includes three parts: general comments, singles out
features of the program that merit commendations,
and makes recommendations where there is room
for improvement
Program
Review
Internal Reviewers
 California
Lutheran University faculty
members from outside the college or
school of the program under review
 Assessment
Committee, Assessment
Director, Associate Provost, Provost,
GPEC, …
California Lutheran
University
Core
Values
Dedicated to educating leaders for a
global society who are strong in
character and judgment, confident in
their identity and vocation, and
committed to service and justice.
Excellence Service
Diversity Respect
Responsibility Courage
Pursuit of Truth
Assessment
Cycle
Strategic
Plan 2014
Assessment
Symposium
Program
Review
Assessment Cycle
California Lutheran University
Deans’ Council
February 6, 2006
Halyna Kornuta
Director of Assessment and Educational Effectiveness