Institutionalizing Assessment Dr. Jodi Servatius, California State University East Bay Dr. Karen Yoshino, Blackboard Enterprise Consulting Team FROM Slow progress developing ILO rubrics Unclear assessment process Not happy with data TO Institution‐wide assessment plan Measurement rubrics for Gen Ed identified Assessment support roles identified From reports to action Think critically, creatively and analytically Communicate ideas effectively Apply knowledge of diversity and multicultural competencies to promote equity and social justice Work as members and leaders of diverse teams and communities Act responsibly and sustainably at local, national, and global levels Demonstrate knowledge and application of practice in a specialized discipline of study 1. Critical Thinking 2. Oral Communication 3. Written Communication 4. Scientific Reasoning 5. Quantitative Reasoning 6. Multicultural Competence 7. Ethical Reasoning 8. Social Responsibility 9. Information literacy 10.Collaboration 11.Technological Literacy 12.Disciplinary Knowledge 1 • Teams formed: technology selection, process definition, rubric development 2 • Pilot projects: critical thinking, written communication, diversity & social justice 3 • Formal plan, staffing, work with existing faculty governance Collective interpretation to answer key questions: Spring 2013 Oral Communication Overall Mannerisms 1. Did the institution deliver on this outcome according to our expectations? Pace Oral Delivery Eye Contact Body Language 2. Where are opportunities to improve design or delivery of the 5 curriculum? Conclusion Organization Thesis Statement 0 0.5 1 1.5 2 2.5 3 3.5 4 Collective analysis of results Actionable data Changes in design or delivery of curriculum Pilot faculty reactions: Appreciation for opportunity to work with cross disciplinary colleagues Enthusiasm for the intellectual work of rubric development Increased interest in creating effective and meaningful assignments Faculty concern about use of assessment data to evaluate them or their work Faculty concern about student privacy rights Need to balance faculty driving assessment policy, while administrators provide leadership and support for process Form volunteer faculty teams for additional 8 or so rubrics’ development/testing over next 3 years Interpret results in simple, useful ways for faculty Help programs to assess their own contributions to students’ attainment of ILOs Provide consultations for program faculty on improving curriculum maps, assignments Offer faculty development workshops jodi.servatius@csueastbay.edu karen.yoshino@blackboard.com