Assessment Symposium
California Lutheran University
Student Affairs Meeting
April 6, 2006
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
Benefits
 Sharing
of research and learnings
(e.g. Program Review, Services
goals)
 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
Guiding Principles
 Simple
 Meaningful
 Reports
“Work in Progress”
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
Learning Outcomes:
Setting Measurable
Goals
Planning to
Reach Goals
Data Collection
Data Analysis
and Reporting
Assessment
Symposium
Features
4
step model
5
– 10 minute presentation
 One
goal
 Standardized
 Review
PowerPoint format
and practice sessions
Assessment Cycle
Measurable
Goals
Assessment
Symposium
Report
Assessment
Design
Assessment
Recommendations /
Goals
A University-wide
process to
improve and
support
student learning
Analysis
of Data
Data
Collection
and
Reporting
Assessment
Symposium
4 Step Model
1.
What goal was set?
2.
What research design / measure was
used?
3.
What data were collected and what
emerged from data (analysis)?
4.
What recommendations can be made?
Measurable goals set?
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 22, 2006, a.m.
Format
Slide 1: Introduction
Slide 2
Slide 3
Slide 4
Slide 5
Slide 6
Measurable
Goal
Assessment
Design
Data
Collection
Analysis of
Data
Recommendations/
Measurable Goal
What themes
emerged?
What was
learned?
Recommendations
for growth based
on analysis 
What measurable
goal is set for
2006 - 07?
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?
Assessment Symposium
California Lutheran University
Student Services
April 6, 2006
Written and Produced by Halyna Kornuta
Director of Assessment and Educational Effectiveness