Food Science
& Technology
Making the Connection
Between Classroom and
Programmatic Assessment
Dan Smith
Department of Food Science & Technology
Oregon State University
Faculty Assessment Academy, October 5, 2011
Food Science
& Technology
FST’s Path to Assessment
• (2000) Learning outcomes assessment
mandated by Institute of Food Technologists
(professional organization in our discipline)
• (2002-2003) Workshops - invited speakers
shared experience of other universities
• (2005) Collected first assessment data
• (2006-present) “Closing the loop”
– utilizing data to inform class and curricular
changes
– redirecting and refining assessments based upon
earlier findings
Food Science
& Technology
Advice from the Pros
• Start small, but start!!!
– make existing assessments more
intentional
• Utilize rubrics
• Regularly share assessment
experiences and results with your
faculty
• Build on initial results - assessment and
class/curricular revision are cyclical
Food Science
& Technology
Make Every Assessment Count
• From the beginning FST sought to
design assessments that would have
value within individual classes, but
could also provide data needed for
programmatic assessment
• Programmatic learning outcomes
requiring assessment (for IFT approval)
– disciplinary knowledge
– oral and written communication
– critical thinking and problem solving
Food Science
& Technology
Assessing Written Communication
Class Assessment Goals Programmatic
Assessment Goals
• Help students set writing
goals, and reflect on
writing achievements
• Adapt presentation of a
given term’s class to
needs and aspirations of
students
• Provide students clear
guidance for writing and
its evaluation
• Evaluate effectiveness of
specific assignments
• Assess student
performance on different
kinds of writing assignments
• Measure growth in writing
during progression through
the program
Food Science
& Technology
Student Writing
Pre-Class Survey
• Objectives
– instructor learns about attitudes,
experiences and perception of ability of
class members
– students begin to think about writing and
set goals
• Mechanism
– administer during first week of class
– ungraded (can be made anonymous)
– review aggregate results with class
Food Science
& Technology
Student Writing
Post-Class Survey
• Objectives
– students reflect on writing growth
– instructor documents student perception
of achievements
– before and after comparison could be
used in publication and/or promotion and
tenure
• Obtain approval from IRB
Food Science
& Technology
Instructor (Rubric) Based
Writing Assessment
• Objectives
– provide students a guide for writing
expectations
– objective means of writing evaluation
– instructor driven evaluation of
effectiveness of specific assignments
– rubric can be used across assignments or
classes
• evaluate students’ performance on different
kinds of assignments
• measure growth in writing skill as students
progress through the program
Food Science
& Technology
FST’s Writing Rubric
• Matrix: five dimensions x three levels of
achievement
• Brief description of characteristics associated with
each possible dimension-level combination.
• Introduced in Food Science Orientation class and
utilized in several courses that require writing
• Several years of data collection across several
classes resulted in conclusion that FST students
were writing adequately in the discipline
• Data used to guide modification of writing
assignments
Food Science
& Technology
Core Knowledge Assessment
• Grew out of attempt to assess critical
thinking
– revealed inadequate grasp of underlying
concepts
• Food Chemistry faculty identified core
knowledge in three courses
• Each course incorporated core
knowledge assessment questions into
exams
Food Science
& Technology
Core Knowledge Assessment
• In course and programmatic use of results
– reinforced teaching in areas found to be weak
• split one class into two
• introduced guided discussion and problem solving
in recitation
– redesigned courses to increase engagement
• Bringing Food Chemistry to Life
• Andrew Ross blog:
http://blogs.oregonstate.edu/deliciousnessw09/
– measured improvement in core knowledge
mastery across several classes
Food Science
& Technology
A Pre-Course Diagnostic
• Ungraded quiz on Excel and/or math
skills
• Results used to direct students with
weak preparation to online help or 1credit class for skill reinforcement
• Benefits
– Shape of class grading curve no longer
has a significant tail of struggling students
– Class computational sessions, requiring
use of Excel more productive
Food Science
& Technology
Summarizing FST’s Experience
• Class based assessments can be used
to improve an individual class as well as
provide insights into the functioning of the
entire curriculum
• Focus assessments on areas where you
sense a problem
• Design assessments so that they provide
information that leads to action
• Assessment and intervention should be
cyclical
• Share assessment techniques and
results with colleagues
Food Science
& Technology
Acknowledgements
• Our Mentors in Learning Outcome Assessment
– Dr. Barbara Walvoord, Professor Emerita, University of
Notre Dame
• http://www.theideacenter.org/helpful-resources/consultingconsultant/barbara-walvoord/00283-about-barbara-e-walvoord-phd
– Dr. Richard Hartel, Professor, University of Wisconsin,
Madison
– Dr. Tracey Ann Robinson, OSU School of Mechanical,
Industrial and Manufacturing Engineering
• FST Colleagues
– Drs. Tom Shellhammer, Robert McGorrin, Andrew Ross,
Mike Penner, Antonio Torres, Juyun Lim and Lisbeth
Goddik