ASSESSMENT PEER CONSULTANT
TRAINING
St. Cloud State University
January 28 and 29, 2008
Trainers: Patricia Aceves, Elaine Ackerman, Wendy Bjorklund,
Lisa Foss, Sandra Johnson, Jim Knutson-Kolodzne, Joe
Melcher, Jim Sherohman
www.stcloudstate.edu/assessment
INTRODUCTIONS OF
PARTICIPANTS AND
TRAINERS
Introductions




Name and current work assignment
Why you want to be an assessment peer
consultant
A concern, question, or apprehension you have
about being an assessment peer consultant
Your impressions of Walvoord’s assessment
workshop
INTRODUCTION TO PEER
CONSULTANT TRAINING
HLC Assessment Academy



4-year commitment
Exempts institutions from accreditation followup visits on assessment
Centers on completion of student learning
projects
SCSU’s Assessment Academy Projects



University Assessment System
Assessment of Student Learning in Programs
General Education Assessment
www.stcloudstate.edu/assessment/academy.asp
Goals of University Assessment System Project
1)
2)
3)
4)
5)
Refine institutional assessment policies
Communicate institutional assessment policies
Build institutional assessment capacity
Integrate assessment into work life of
institution
Implement assessment of assessment
Goals of Project on
Assessment of Student Learning in Programs
1)
2)
Implement institutional assessment plan at level
of major programs
Implement institutional assessment reporting
system at program level
“Train the Trainers” Workshop, May 2007



Did initial planning for peer consultant
training
Facilitated by Academy mentor Elaine Klein
20 participants from across the campus
Goals of General Education Assessment Project
1)
2)
3)
4)
Approve the program
Implement program structure
Collect and analyze data
Use data for improvement
Goals of the Peer Consulting Program



Improve program assessment across the institution
Build assessment capacity
Increase acceptance of assessment of student
learning at the program level
Learning Outcomes for Peer Consultant Training
Those who complete this training will be able to:
 Articulate the basic principles of assessment
 Present the SCSU model of assessment
 Facilitate the assessment process in departments,
programs, and units
CONSULTANT
EXPECTATIONS AND THE
ASSESSMENT PEER
CONSULTING PROGRAM
Assessment Peer Consultants





Assist with any aspect of program-level assessment
Respond to requests from programs
Work with at least one other peer consultant
Are familiar with the resources available at SCSU
and use these when appropriate
Represent the SCSU Assessment Peer Consulting
Program and the Assessment Steering Committee
Peer Consulting Process







Request submitted to Assessment Office
Assessment Director contacts program to obtain
additional information about the request
Assessment Office selects two (or more) peer consultants
with complementary backgrounds
Peer consultants meet, then contact the program
Peer consultants assist the program
Peer consultants provide brief descriptive report to the
Assessment Office
Program evaluates the peer consulting service
Peer Consulting Requests



Peer Consulting Request form
How will peer consultants be assigned?
Can peer consultants decline assignments? What
are some good reasons for doing so?
Some Tips for Peer Consultants
1)
2)
3)
4)
5)
6)
7)
Learn about the program before you visit.
Focus on the problem as defined by program
faculty/staff.
Early on, ask questions that will help you understand the
situation from their perspective.
If you are not actively facilitating, observe and take notes.
Help programs find a way to do assessment work
themselves; don’t do it for them.
Nudge the program in the direction of recommended
policies, to the extent this is appropriate.
Request help when needed.
Peer Consultants as a Team



Should there be a “lead” consultant?
How will you share responsibility—drawing upon each
other’s strengths, while allowing opportunities for each
to learn?
How will you communicate in the presence of program
faculty/staff?
•
•
•
Support each other
Avoid the appearance of “ganging up” on program
faculty/staff
Comment on partner’s line of action without offending
program faculty/staff or the partner
CONSULTANT TRAINING:
ASSESSMENT PRINCIPLES
Definition
Assessment is an ongoing process aimed at understanding and
improving student learning. It involves
making our expectations explicit and public;
setting appropriate criteria and high standards for learning
quality;
systematically gathering, analyzing, and interpreting evidence to
determine how well performance matches those expectations
and standards;
using the resulting information to document, explain, and improve
performance.
Assessment
Assessment is an ongoing process aimed at understanding and
improving student learning. It involves
making our expectations explicit and public;
setting appropriate criteria and high standards for learning
quality;
systematically gathering, analyzing, and interpreting evidence to
determine how well performance matches those expectations
and standards;
using the resulting information to document, explain, and improve
performance.
Walvoord’s Definition
the systematic collection of information about
student learning, using the time, knowledge,
expertise, and resources available, in order to
inform decisions about how to improve learning
(Barbara Walvoord, Assessment Clear and Simple)
Assessment’s core questions




What do you want students to know/do/value as
a result of completing your program?
How do you know whether your students
know/do/value these things?
If they know/do/value these things…you’ve got
something to tell!
If NOT, you have useful information to guide
changes to improve learning.
Where do programs begin in developing an
Assessment Plan?
Consultants may assist:


Agree on Mission
Identify Program Goals
MnSCU Work Plan
MnSCU, SCSU, College Mission and Goals
Professional/Accrediting Criteria
Constituencies Recommendations
Department Mission
Department Goals
Program Educational Objectives
Standards and Elements
ASSESS
Student Learning
Outcomes
Changes to Enhance
Student Learning
Data Collection
and Interpretation
Strategies to
Accomplish
Outcomes
Areas and
Methods of
Assessment
ASSESSMENT –
THE BOTTOM LOOP
ASSESS
Changes to Enhance
Student Learning
Data Collection
and
Interpretation
Student Learning
Outcomes
STUDENT
Strategies to
Accomplish
Outcomes
Areas and
Methods of
Assessment
Walvoord’s Three Steps of Assessment
1. Articulate your goals for student learning
“When they complete our program, students
will be able to . . .”
(Barbara Walvoord, Assessment Clear and Simple)
What should consultants know?
At SCSU we say:
Identify your student learning outcomes
Students will <<action verb>> <<something>>
Student Learning Outcomes
•
•
•
•
Learner Centered
Specific
Action oriented
Cognitively appropriate at the program level
Possible Outcomes
•
•
•
•
•
Students will appreciate….
Students will be exposed to….
Students will demonstrate knowledge of the history,
theories and applications of…
Students will attend….
Faculty will provide students with opportunities
to….
Possible Outcomes
•
•
•
•
•
Students will appreciate…
Students will be exposed to….
Students will demonstrate knowledge of the history,
theories and applications of…
Students will attend….
Faculty will provide students with opportunities to….
COMPREHENSION
EVALUATION
APPLICATION ANALYSIS SYNTHESIS
KNOWLEDGE
Cite
Count
Define
Draw
Identify
List
Name
Point
Quote
Read
Recite
Record
Repeat
Select
State
Tabulate
Tell
Trace
Underline
Associate
Classify
Compare
Compute
Contrast
Differentiate
Discuss
Distinguish
Estimate
Explain
Express
Extrapolate
Interpolate
Locate
Predict
Report
Restate
Review
Tell
Translate
Apply
Calculate
Classify
Demonstrate
Determine
Dramatize
Employ
Examine
Illustrate
Interpret
Locate
Operate
Order
Practice
Report
Restructure
Schedule
Sketch
Solve
Translate
Use
Write
Analyze
Appraise
Calculate
Categorize
Classify
Compare
Debate
Diagram
Differentiate
Distinguish
Examine
Experiment
Inspect
Inventory
Question
Separate
Summarize
Test
Arrange
Assemble
Collect
Compose
Construct
Create
Design
Formulate
Integrate
Manage
Organize
Plan
Prepare
Prescribe
Produce
Propose
Specify
Synthesize
Write
Appraise
Assess
Choose
Compare
Criticize
Determine
Estimate
Evaluate
Grade
Judge
Measure
Rank
Rate
Recommend
Revise
Score
Select
Standardize
Test
Validate
COMPREHENSION
EVALUATION
APPLICATION ANALYSIS SYNTHESIS
KNOWLEDGE
Cite
Count
Define
Draw
Identify
List
Name
Point
Quote
Read
Recite
Record
Repeat
Select
State
Tabulate
Tell
Trace
Underline
Associate
Classify
Compare
Compute
Contrast
Differentiate
Discuss
Distinguish
Estimate
Explain
Express
Extrapolate
Interpolate
Locate
Predict
Report
Restate
Review
Tell
Translate
Apply
Calculate
Classify
Demonstrate
Determine
Dramatize
Employ
Examine
Illustrate
Interpret
Locate
Operate
Order
Practice
Report
Restructure
Schedule
Sketch
Solve
Translate
Use
Write
Analyze
Appraise
Calculate
Categorize
Classify
Compare
Debate
Diagram
Differentiate
Distinguish
Examine
Experiment
Inspect
Inventory
Question
Separate
Summarize
Test
Arrange
Assemble
Collect
Compose
Construct
Create
Design
Formulate
Integrate
Manage
Organize
Plan
Prepare
Prescribe
Produce
Propose
Specify
Synthesize
Write
Appraise
Assess
Choose
Compare
Criticize
Determine
Estimate
Evaluate
Grade
Judge
Measure
Rank
Rate
Recommend
Revise
Score
Select
Standardize
Test
Validate
Lower division course
outcomes
COMPREHENSION
EVALUATION
APPLICATION ANALYSIS SYNTHESIS
KNOWLEDGE
Cite
Count
Define
Draw
Identify
List
Name
Point
Quote
Read
Recite
Record
Repeat
Select
State
Tabulate
Tell
Trace
Underline
Associate
Classify
Compare
Compute
Contrast
Differentiate
Discuss
Distinguish
Estimate
Explain
Express
Extrapolate
Interpolate
Locate
Predict
Report
Restate
Review
Tell
Translate
Apply
Calculate
Classify
Demonstrate
Determine
Dramatize
Employ
Examine
Illustrate
Interpret
Locate
Operate
Order
Practice
Report
Restructure
Schedule
Sketch
Solve
Translate
Use
Write
Upper division
Course / Program
outcomes
Analyze
Appraise
Calculate
Categorize
Classify
Compare
Debate
Diagram
Differentiate
Distinguish
Examine
Experiment
Inspect
Inventory
Question
Separate
Summarize
Test
Arrange
Assemble
Collect
Compose
Construct
Create
Design
Formulate
Integrate
Manage
Organize
Plan
Prepare
Prescribe
Produce
Propose
Specify
Synthesize
Write
Appraise
Assess
Choose
Compare
Criticize
Determine
Estimate
Evaluate
Grade
Judge
Measure
Rank
Rate
Recommend
Revise
Score
Select
Standardize
Test
Validate
Outcome: Reason Scientifically – Geology



What is asbestos?
Explain how the characteristics of amphibole asbestos
make it more conducive to producing lung damage
than other fibrous minerals.
Given the formula Mg3Si2O5(OH)4, calculate the
weight percent of magnesium in chrysotile.
Outcome: Reason Scientifically – Geology


Two controversies surround the asbestos hazard: (1)
it is nothing more than a very costly fabrication all
out of proportion to actual risk, or (2) it is a serious
hazard that accounts for tens of thousands of
deaths annually. What is the basis for each
argument?
What is your role as a consultant?
ASSESSMENT –
THE BOTTOM LOOP
ASSESS
Student Learning
Outcomes
STUDENT
Strategies to
Accomplish
Outcomes
Areas and
Methods of
Assessment
Strategies to accomplish
Identify the assignments and activities
that demonstrate achievement of each
learning outcome
Consulting at this stage?
Student
Learning
Outcomes
Course
1
Course
2
x
Course
3
Course
4
x
x
x
x
x
x
x
x
x
x
x
x
x
Program Matrix
Other
x
Walvoord’s Three Steps of Assessment
2. Gather evidence about how well students
are meeting the goals.
 Direct measures
 Indirect measures
“Evidence includes qualitative as well as quantitative
information.”
(Barbara Walvoord, Assessment Clear and Simple)
Gather Evidence Using Direct Measures
Directly evaluate student work
“Exams, papers, projects, computer programs,
interaction with a client, musical performance”
(Barbara Walvoord, Assessment Clear and Simple)
Gather Evidence Using Indirect Measures
Asking students or alumni how well they
thought they learned
 Tracking graduate school or job
placement rates

(Barbara Walvoord, Assessment Clear and Simple)
Challenges in Gathering Evidence
 Recognize
appropriate measures to use
 Data from multiple courses and instructors interpret, report, and utilize in decision making
 Relate to outcomes when course or instructorspecific assignments and activities are used
Possible Consulting Requests
Identify the traits of successful achievement of
the outcome

What are we looking for to be able to tell whether
or not student performance is acceptable?
Example
OUTCOME: Gather factual information and apply it to a given
problem in a manner that is relevant, clear, comprehensive, and
conscious of possible bias in the information selected
BETTER: Students will apply factual information to a problem.
TRAITS: Relevance
Clarity
Comprehensiveness
Awareness of Bias
Possible Consulting Requests
Identify characteristics of
effective/accurate/successful
performance for each trait
•
Scale or description for assessing each of the traits
•
Two to five-point scale for each trait
Performance Rubric
Performance Characteristics
Traits
Does not meet
Expectations
Meets
Expectations
Descriptions
of
Unacceptable,
Acceptable,
or Excellent
Performance
Exceeds
Expectations
Performance Rubric
Business Management
Performance Characteristics
Team’s Customer
Satisfaction Skills
Punctuality
Does not meet
Expectations
Some team members
missed appointments or
did not return phone calls.
Meets
Expectations
All team members
arrived on time for
appointments
and returned all phone
calls promptly.
Exceeds
Expectations
All team
members
were always
early.
Courtesy
Some team members
were not respectful of
firm employees
All team members
were always courteous
and respectful
of all firm employees.
All employees felt that
The team members
were very courteous
and respectful and fully
elicited their ideas.
Communication
Some team members
did not communicate
clearly during meetings
and phone calls.
The team members
always communicated
clearly during meetings
and phone calls.
The team members
always made an extra
effort to make sure
that they understood
us and that we
understood them.
ASSESSMENT –
THE BOTTOM LOOP
ASSESS
Changes to Enhance
Student Learning
Data Collection
and
Interpretation
Student Learning
Outcomes
STUDENT
Strategies to
Accomplish
Outcomes
Areas and
Methods of
Assessment
Walvoord’s Three Steps of Assessment
3. Use the information for improvement
Pitfall: Gathering data that no one will use
“It is not enough to gather data about student strengths
and weaknesses; you need information and hypotheses
about the causes of student weaknesses.”
(Barbara Walvoord, Assessment Clear and Simple)
The Final Challenge
Close the loop



Use data – develop hypotheses
Review assessment methods
Change curriculum and/or instruction
Possible consulting issues?
Thinking Outside the Loop
Accredited Programs
Special Consideration?



Programs?
Departments?
Colleges?
Thinking Outside the Loop
More Pitfalls:
 Mere compliance with external demands
 Triggering resistance and hostility of faculty
 Letting administrators do it
 Making the process too complicated
(Barbara Walvoord, Assessment Clear and Simple)
Thinking Outside the Loop









It’s a passing fad
It’s not my job or concern
It violates academic freedom
It violates student privacy
You can’t assess what we do in academe
I already assess - it’s called ‘grading’
I don’t have time to do assessment – workload!
I don’t have the expertise
Assessment might reveal “bad” news
INSTITUTIONAL POLICIES
AND RESOURCES
SCSU Assessment Structure







Organization chart
Assessment Steering Committee
Assessment Office
Institutional Effectiveness
Continuing Studies
Student Life and Development
Other areas
SCSU Recommended Policies


Assessment Plans
Annual Assessment Reports
 These
policies apply to all undergraduate major
programs, graduate programs, and free-standing
minor programs
 These policies have not been approved by the
Faculty Senate, but they are recommended by the
Assessment Steering Committee
Assessment Plan




Mission
Student Learning Outcomes
Program Matrix – shows which courses or outside-ofcourse activities will be used to assess each student
learning outcome
Timeline – identifies when (which year) these
assessments will take place
Annual Assessment Report






Student learning outcomes assessed
Methods and tools used to assess these
outcomes
Summary of findings for these outcomes
Discussion of findings
Use of findings for improvement
Plan for next year
Other Institutional Policies

General education
 www.stcloudstate.edu/generaleducation/assessment.asp

Upper division writing
 http://www.stcloudstate.edu/generaleducation/docpolicies/U
pperDivisionWritingRequirement.asp

Institutional learning outcomes?
 http://www.stcloudstate.edu/actionplanning/academic/workgr
oups/outcomes.asp
OFFICE OF INSTITUTIONAL
EFFECTIVENESS (OIE)
Office of Institutional Effectiveness (OIE)
The Office of Institutional Effectiveness strives to facilitate the
integration of planning, institutional research, and assessment to
encourage the continuous and dynamic improvement of the
University’s programs and services.
The goals of the office include:
 Create a more balanced and transparent planning process
 Encourage broad discussion and understanding of university
priorities
 Enhance accountability to internal and external stakeholders
 Expand use of data in decision-making & budgeting
 Encourage and support evaluation and assessment that leads
to continuous organizational improvement
OIE areas of responsibility

Institutional Research:
http://www.stcloudstate.edu/oie/research/default.asp

SCSU Strategic Planning:
http://www.stcloudstate.edu/oie/planning/process/default.asp

SCSU Action Planning:
www.stcloudstate.edu/actionplanning

Minnesota State Colleges & Universities reporting
Data & reports from OIE

Enrollment reports
 Retention
and graduation
 10th & 30th day enrollments
 Student profile




Common Data Set
Fact Book and Department Data Reports
Graduating Senior Survey
Custom data requests
(http://www.stcloudstate.edu/oie/research/datarequest.asp)
Nationally normed reports from OIE



National Survey of Student Engagement
 Self-reported data on student experience of freshmen
and seniors
 Administered spring of odd years (‘01, ‘03, ‘05, ‘07)
Collegiate Assessment of Academic Proficiency (CAAP)
 Measures critical thinking and writing
 Administered spring 2007
Collegiate Learning Assessment (CLA) Measures critical
thinking and writing
 Administered fall 2007 (freshmen); spring 2008
(seniors)
University Data System
The University Data System (UDS) is being created to enhance the
use of data in university planning and budgeting, to streamline
access to disparate data sources for institutional decision makers,
and to increase accountability to internal and external stakeholders.
The development of the UDS will contribute to evidence-based
planning and resource allocation, and to a culture of continuous
improvement at SCSU.

Cubes currently under development
 Instructional
Workload (May 2008)
 Assessment (November 2008)
 Enrollment Management & Retention (May 2009)
OIE staff & contact information
Lisa Helmin Foss, AVP for Institutional Effectiveness
lhfoss@stcloudstate.edu; 320.308.4028
Director of Institutional Research (vacant)
Deborah Bechtold, Research Analyst
dabechtold@stcloudstate.edu; 320.308.3039
David Sikes, Research Analyst
dwsikes@stcloudstate.edu; 320.308.1746
Links to data and reports and information on the
Office of Institutional Effectiveness
www.stcloudstate.edu/oie
STUDENT LIFE AND
DEVELOPMENT
ASSESSMENT 2007
Student Life and Development
The Division of Student Life and Development
has established learning outcomes and translated them
into understandable outcomes for our students.
Student Life and Development Learning Outcomes
Diversity and Global Environment.
The world we live and interact in is diverse and requires us to
interact globally. To effectively engage in today’s world students
will learn to…
Student Life and Development Learning Outcomes

Understand uses of power and nature of oppression, be
aware of cultural and personal differences

Trust and respect others, empathize, access culturally
appropriate resources

Be committed to cross-cultural communication, value social
responsibility, be committed to social justice
Student Life and Development Learning Outcomes
Inter and Intra-Personal Competence. Developing
awareness of ourselves and the way we interact with others are
essential characteristics. The more we know about our strengths
and weaknesses and the impact of our behavior on others, the
better we are able to develop healthy relationships. To facilitate
this growth students will learn to…
Student Life and Development Learning Outcomes

Gain knowledge about themselves, develop consciousness of self, selfconfidence, feelings of mattering, manage personal emotions, value
cultural heritage

Apply self-knowledge, practice self-worth , congruence, commitment,
identify passions, discuss cultural differences and issues

Work with others, practice collaborations, controversy with civility,
engage across difference, be committed to ethical action
Student Life and Development Learning Outcomes

Engagement/Social Responsibility and
Community Building.
it is essential that we learn what it means to work together toward
a common good. These skills are important whether on campus
now or in our future communities. It is also imperative that we
understand our responsibility as educated citizens in our
community. Toward this end students will learn to…
Student Life and Development Learning Outcomes




Create effective change and practice collective
efficacy
Develop common purpose
Develop civic awareness, value civic responsibility,
practice engaged citizenship
Develop a sense of connectedness within one’s
communities
Student Life and Development Learning Outcomes

Cognitive and Intellectual Growth.
The intellectual and practical skills we need are extensive,
sophisticated and expanding with the explosion of new
technologies and increasingly complex societies. As we progress
through the educational system it is imperative to develop
competencies that synthesize specific skills into higher level
reasoning capabilities. To develop these qualities students will
learn to…
Student Life and Development Learning Outcomes

Engage with others in constructive ways, engage in principled
dissent; accept and appreciate other world views; manage conflict
constructively

Develop critical thinking/ decision making skills.

Be open to change

Foster lifelong learning.

Integrate academic knowledge into all aspects of living.
Student Life and Development Learning Outcomes

Leadership Exploration and Development.
In today’s world there are many situations in which we will find
ourselves in roles requiring leadership skills. While these skills
ultimately develop through training, practice and mentoring,
understanding what it means to be a leader is multifaceted. To
gain these skills students will learn to…
Student Life and Development Learning Outcomes

Develop personal leadership skills, set individual goals, practice
risk-taking, delegate, serve as a role model, manage people
and tasks, facilitate group processes

View leadership as a process, not a position
Student Life and Development Learning Outcomes

Critically evaluate leadership models, develop group
leadership skills, effectively lead change, develop team
building skills, develop leaderships in peers, identify common
purpose in groups, help groups set goals, apply problem
solving strategies, value recognition and organizational
sustainability
Student Life and Development Learning Outcomes

Life Skills Competence. Life teaches us many things,
though learning to live with purpose and responsibility toward
self and others can be quite challenging. Despite these
challenges, living a satisfied and competent life provides
fulfillment and direction for ourselves and those with whom we
come in contact. In order to gain these skills students will learn
to…
Student Life and Development Learning Outcomes

Develop effective communication skills and practice
effective written and oral communication

Develop wellness skills

Develop life and career path

Understand and develop professionalism and self
responsibility
As an SCSU student I will:

Be globally-aware and support diversity.

Be self-aware and strive for meaningful relationships.

Be an engaged member of my various communities.

Take full advantage of opportunities for learning.

Explore leadership.

Live a balanced and purposeful life.
Student Life and Development

Each department of the division is currently in the
process of establishing departmental and
programmatic learning outcomes and identifying
methods of assessment.
Student Life and Development
The SLD assessment plan includes:

a process for reviewing department assessment plans

an Assessment Skills survey

an audit of assessment practices

department feedback process

training and professional development to help support
the faculty and staff skill sets
Student Life and Development

Essentially, the challenge is to provide support for
the division to develop the competencies inherent to
a culture of assessment.
Student Life and Development

The division must plan proper support for
competency development and resources to inspire
confidence and move the division forward with
regard to assessment, measurement, and effective
methodologies.
Student Life and Development

It is our intent to secure resources to jumpstart the
required competency development; identify needs
and assess our competency as a division; and
provide ‘in house’ support to help each member of
the division.
Student Life and Development

The division is eager to move forward, but has a limited
number of personnel who are at a sufficient level of
competency

The motivation and expectation is present, but the need
to measure who needs what support and to provide
competency development is critical to an ‘all hands”
effort.
Student Life and Development

This; in turn, sets the expectation and movement to
make assessment principles and practices a
mainstream part of all program entities in the SLD
division and also provides leadership in leading
SCSU in a integrated learning direction for the
benefit of the students.
Tools and Resources

ACPA ASK Standards Needs Assessment

Ten-Step Matrix in Student Affairs Assessment

Ten-Step Matrix in Student Outcomes Assessment


Assessment Practice in Student Affairs: An Applications
Manual
Student Life & Development Assessment website
SWOT EXERCISE
SWOT Exercise



SWOT is a planning tool used to analyze the
strengths, weaknesses, opportunities, and threats
associated with meeting a particular strategic
objective
Strengths and Weaknesses are internal to the
organization or unit
Opportunities and Threats are external to the
organization or unit
SWOT Discussion





Form groups of four.
Your group should not include anyone else from your
department, program, or unit.
Describe to the others in your group one weakness of
or threat to assessment in the program you
analyzed.
Lead a discussion of how peer consultants might
respond to this weakness or threat.
Allow an equal amount of time for each person
(about 5 minutes each).
Group Reports



Which weaknesses and threats did you discuss in
your small group?
Which of these were hardest to deal with? Why?
Do you see any interesting patterns that you would
like to discuss?
Conclusion





Procedure for obtaining professional development
funds from the Assessment Office
Biographical information for website?
Evaluation of the training
What do you feel most and least confident about as
an peer assessment consultant?
Would you like additional professional development
on any topic related to assessment consulting?