Robert Stempel
College of
Public Health and
Social Work
Assessment Retreat
October 22, 2012
Office of Academic Planning and
Accountability (APA)
Florida International University
Introduction
• Susan Himburg, Director of Accreditation, APA
• Mercedes Ponce, Director of Assessment, APA
• Katherine Perez, Associate Director of Assessment, APA
• Bridgette Cram, Assessment Coordinator
• Barbara Anderson & Claudia Grigorescu, GAs, APA
Assessment in FIU
Retreat Agenda
9:00 am – 9:15
Introduction
Continental Breakfast
Welcome
9:15 am – 11:00
Session I: Assessment Overview
1.
2.
3.
4.
5.
11:00 am – 12:00 pm
Overview of FIU Assessment
SLOs, POs, ALCs, CCOs, Global Learning
Tying in competencies to outcomes
Using direct and indirect measures to assess competencies
Model/Examples of Outcomes with Methods – Capstone courses
Session II: Specialized Accreditation and FIU Assessment
1.
2.
3.
Break-out sessions addressing disciplines
Aligning program assessment to accreditation requirements
Using data that is helpful for departments & accreditation
12:00 pm – 1:00
Q & A Session
Lunch
1:00 pm. – 2:00 pm
Session III: Online Assessment Management & Reports
1. How to enter assessments
2. Creating reports
Overview of Assessment: Cycle
Step 1: Identify Specific Outcomes
• Use program mission and goals to help identify outcomes
• Use SMARTER Criteria for creating outcomes
Step 2: Determine Assessment Methods
• Determine how to assess the learning outcomes within
the curriculum (by curriculum mapping)
Outcomes
Step 3: Gathering Evidence
Improvement
Strategies
Assessment
Methods
• Collect evidence
Step 4: Review & Interpret Results
• Organize and process data
• Discuss significance of data and report it
Analysis of
Results
Data
Collection
Step 5: Recommend Improvement Actions
• Collaborate with faculty to develop improvement
strategies based on results
Step 6: Implement Actions and Reassess
• Follow-up on improvement strategies, implement them,
and report progress
• Restart the cycle to assess the impact of actions
Overview of Assessment: Timeline
Cycle B
Deadline
Task Due
Summer
2012
May 15
Interim Report Due
Fall
2013
Oct 15
Full Reports/Plans Due
Summer
2014
May 15
Interim Report Due
Student Learning Outcomes (SLOs)
•
•
•
Student Learning Outcomes (SLOs) is a program related outcomes
SLOs focus on students’ knowledge and skills expected upon completion of an
academic degree program
• “A learning outcome is a stated expectation of what someone will have
learned” (Driscoll & Wood, 2007, p. 5)
• “A learning outcome statement describes what students should be able to
demonstrate, represent, or produce based on their learning histories” (Maki,
2004, p. 60)
• “A learning outcome describes our intentions about what students should
know, understand, and be able to do with their knowledge when they
graduate” (Huba & Freed, 2000, p. 9-10)
What should my students know or be able to do at the time of graduation?
Program Learning Outcomes (POs)
• Program Outcomes (POs) focus on expected programmatic
changes that will improve overall program quality for all
stakeholders (students, faculty, staff)
• Program outcomes illustrate what you want your program
to do. These outcomes differ from learning outcomes in
that you discuss what it is that you want your program to
accomplish. (Bresciani, n.d., p. 3)
• Program outcomes assist in determining whether the
services, activities, and experiences of and within a
program positively impact the individuals it seeks to
serve.
• Emphasizes areas such as recruitment, professional
development, advising, hiring processes, and/or satisfaction
rates.
• How can I make this program more efficient?
Administrative Assessment (AAs)
• Administrative Areas
 Dean’s Office
 Centers/Institutes
• Outcomes aligned to:
 Unit mission/vision
 Annual goals
 University mission/vision
 Strategic plan
• Outcomes focus on each of the following areas (all 4 required
for Dean’s Office):
 Administrative Support Services
 Educational Support Services
 Research
 Community Service
• Student learning is also assessed for units providing learning
services to students (e.g., workshops, seminars, etc.)
Matrixes I:
Effective Outcomes
Student Learning Outcomes (SLOs)
SMARTER Criteria
• Specific – Is the expected behavior and skill clearly
indicated?
• Measureable – Can the knowledge/skill/attitude be
measured?
• Attainable – Is it viable given the program courses and
resources?
• Relevant – Does it pertain to the major goals of the
program?
• Timely – Can graduates achieve the outcome prior to
graduation?
• Evaluate – Is there an evaluation plan?
• Reevaluate – Can it be evaluated after improvement
strategies have been implemented?
Student Learning Outcomes (SLOs)
Student Learning Outcomes (cognitive, practical, or affective)
1. Can be observed and measured
2. Relates to student learning towards the end of the program (the graduating student)
3. Reflects an important higher order concept
Formula: Who + Action Verb + What
Dietetics and nutrition students will determine the preparation, storage,
handling of food products and adequacy of meals, meal service and
delivery of foods to customer/client.
Student Learning Outcomes (SLOs)
Strong Examples
• 90% of dietetics and nutrition students in their final year will pass the
comprehensive dietetics exam, covering the didactic curriculum as set
forth by the accrediting agency ACEND of The American Dietetic
Association (ADA).
• Environmental & Occupational Health - EOH doctoral candidates will write
and defend a dissertation proposal, and demonstrate proficiency in the
content and methodological areas related to their proposed research
study.
• Social work undergraduate students will identify diversity and difference
in practice in their final project for course x.
Weak Examples
• Students will be able to demonstrate communication skills from dietetics
and nutrition.
• Graduates will demonstrate a basic knowledge of ethics in public health.
• Social work students understand oppression and injustice.
Program Outcomes (POs)
Program Outcomes (efficiency measures)
1. Can be observed and measured
2. Related to program level goals that do not relate to student learning (e.g., student services,
graduation, retention, faculty productivity, and other similar)
Formula: Who + Action Verb + What
Full-time students will graduate from the doctoral program in
Public Health within 6 years of program admission.
Program Outcomes (POs)
Strong Examples
• The department’s advising office will schedule student
appoints within 2 weeks of initial contact.
• Students will be satisfied with services provided by the
career placement office in the Dietetics and Nutrition
department.
• Faculty in Social Works will be involved with a minimum of
4 public events per semester.
Weak Examples
• Graduation rates will increase.
• Surveys will be used to assess student satisfaction.
• Career services will work with student placements.
Streamlining Outcomes with Program Goals
Program Mission and Goals
•Question: Do the mission and goals match the knowledge/skills
expected for graduates?
•Task: Break down mission and goals; Verify these are reflected in the
outcomes.
Goals
Accreditation Principles
•Question: What are the competencies required for assessment
and how do they match my program mission/goals?
•Task: Review required competencies for accreditation or other
constituencies; Streamline requirements and outcomes.
Accreditation
Course
Outcomes
Course Outcomes
•Question: How are the program’s learning outcomes reflected in the
courses?
•Task: Review course syllabi and outcomes to check for alignment;
Develop a curriculum map.
Aligning Accreditation Competencies with the FIU Assessment Process
• Why Alignment Matters
– Assessment can seem like a burdensome process, but if all of your
assessment needs are aligned, the assessment process only needs to be
completed once.
• How APA Can Help
– The competencies required by your specialized accrediting agencies can be easily
combined with the SACS requirements. APA can assist in developing outcomes that are
relevant for both purposes.
– TracDat is fully customizable and the APA staff can include custom alignments
according to your specialized accreditation needs
•
A “one stop shop” for all of your assessment needs
•
Serves as a “data warehouse”, store all of your assessment data in one place!
•
Reports can be run based on which alignments you are looking for, for example: outcomes aligned with your
specialized accreditation, SACS, or both
Getting Started with Alignment
• Identify the core competencies that are required by your specialized
accrediting agency
• Do any of these outcomes fulfill the SACS requirements? (Content
Knowledge, Critical Thinking, Communication (Oral/Written),
Technology)
• For competencies that do not fall into one of the above categories, you
should develop outcomes for them and enter them into TracDat
accordingly.
Curriculum Mapping
Curriculum maps help identify where within the curriculum learning
outcomes are addressed and provide a means to determine whether the
elements of the curriculum are aligned.
Planning
Curriculum
Learning
Outcomes
Identifying
Gaps
Improvement
Areas
Measures
• A good curriculum map ensures that all program stakeholders understand how
your outcomes align with certain course throughout the curriculum.
• For specialized accreditation alignment purposes, your curriculum map should
include all competencies required, not just those that are being used for FIU
Assessment purposes
Tying Outcomes to Curriculum: Curriculum Maps
Collect All Relevant or Required Information
EX: Course syllabi, curriculum requirements, and major learning competencies
Collaborate with Faculty and Staff Members
Delineate where the learning outcomes are taught, reviewed, reinforced, and/or evaluated
within each of the required courses
Identify Major Assignments within Courses
Discuss how accurately they measure the learning outcomes
Create a Curriculum Map
Courses in one axis and learning outcomes in the other
Make Changes as Appropriate
If there are any gaps in teaching or assessing learning outcomes
Tying Outcomes to Curriculum: Curriculum Maps
•Introduced = indicates that students are introduced to a particular outcome
•Reinforced = indicates the outcome is reinforced and certain courses allow students to practice it more
•Mastered = indicates that students have mastered a particular outcome
•Assessed = indicates that evidence/data is collected, analyzed and evaluated for program-level assessment
Competency/Skill
Introductory
Course
Content SLO 1
Introduced
Content SLO 2
Content SLO 3
Methods
Course
Required
Course 1
Required
Course 2
Required
Course 3
Introduced Reinforced
Introduced
Introduced
Reinforced Introduced
Introduced
Required
Course 4
Capstone Course
Reinforced
Mastery/Assessed
Reinforced
Mastery/Assessed
Reinforced
Critical Thinking SLO 1
Introduced
Critical Thinking SLO 2
Introduced
Introduced
Mastery/Assessed
Communication SLO 1
Introduced
Reinforced
Mastery/Assessed
Communication SLO 2
Integrity / Values SLO 1
Integrity / Values SLO 2
Introduced
Mastery/Assessed
Introduced
Introduced
Reinforced
Reinforced
Mastery/Assessed
Reinforced
Mastery/Assessed
Introduced
*Adapted from University of West Florida, Writing Behavioral, Measurable Student Learning Outcomes CUTLA Workshop May 16, 2007.
Matrixes II:
Effective Methods
Choosing Assessment Measures/Instruments
1. Identify Assessment Needs
• What are you trying to measure or understand? Every thing from artifacts for
student learning to program efficiency to administrative objectives.
• Is this skill or proficiency a cornerstone of what every graduate in my field
should be able know or do?
2. Match Purpose with Tools
• What type of tool would best measure the outcome (e.g., assignment, exam,
project, or survey)?
• Do you already have access to such a tool? If so, where and when is it
collected?
3. Define Use of Assessment Tool
• When and where do you distribute the tool (e.g., in a capstone course right
before graduation)?
• Who uses the tool (e.g., students, alumni)?
• Where will the participants complete the assessment?
• How often do you use or will use the tool (e.g., every semester or annually)?
Understanding Types of Measurements
•
•
•
Direct versus Indirect Measures
• Direct Measure: Learning assessed using tools that measure direct observations of
learning such as assignments, exams, and portfolios; Precise and effective at
determining if students have learned competencies defined in outcomes
• Indirect Measure: Learning assessed using tools that measure perspectives and
opinions about learning such as surveys, interviews, and evaluations; Provide
supplemental details that may help a program/department understand how
students think about learning and strengths/weaknesses of a program
Program Measures versus Course Measures
• Program Measure: Provides data at the program level and enables department to
understand overall learning experience; Includes data from exit exams and
graduation surveys
• Course Measure: Provides data at the course level and enables professors to
determine competencies achieved at the end of courses; Includes data from final
projects/presentations and pre-post exams
Formative Measures versus Summative
• Formative Measures: Assessing learning over a specific timeline, generally
throughout the academic semester or year
• Summative Measures: Assessing learning at the end of a semester, year or at
graduation
Examples of Measures/Instruments
Direct Measures
• Standardized exams
• Exit examinations
• Portfolios
• Pre-tests and post-tests
• Locally developed exams
• Papers
• Oral presentations
• Behavioral observations
• Thesis/dissertation
• Simulations/case studies
• Video taped/audio taped assignments
Course Level
•Essays
•Presentations
•Minute papers
•Embedded questions
•Pre-post tests
Indirect Measures
• Surveys or questionnaires
• Student perception
• Alumni perception
• Employer perception
• Focus groups
• Interviews
• Student records
Program Level
•Portfolios
•Exit exams
•Graduation surveys
•Discipline specific national
exams
Institution-Level Assessments
1.
NSSE
FSSE
Alumni
Survey
2.
3.
4.
Graduating Master’s and Doctoral Student
Survey
Graduating Senior Survey
Student Satisfaction Survey
Global Learning Perspectives Inventory
Proficiency
Profile
(Kuh & Ikenberry, 2009, p. 10)
Case
Response
Assessment
Introduction to Rubrics
Definition
• Rubrics are tools used to score or assess student work using well-defined criteria and
standards.
Common Uses
• Evaluate essays, short answer responses, portfolios, projects, presentations, and other
similar artifacts.
Benefits
• Learning expectations clear for current and future faculty teaching the course
• Transparency of expectations for students
• Providing meaningful contextual data as opposed to only having grades or scores
• Providing students with clearer feedback on performance (if scored rubrics are handed
back to students)
• Useful for measuring creativity, critical thinking, and other competencies requiring deep
multidimensional skills/knowledge
• Increase of inter-rater reliability by establishing clear guidelines for assessing student
learning
• Possibility of easy, repeated usage over time
• Inexpensive development and implementation
Steps for Developing Rubrics
1. Identify
Competencies
2. Develop a
Scale
3. Produce a
Matrix
• Narrow down the most important learning competencies you are trying to measure.
Ask yourself what you wanted students to learn and why you created the assignment.
• List the main ideas or areas that would specifically address the learning competencies
you identified.
• Think of the types of scores that would best apply to measuring the competencies
(e.g., a 5 point scale from (1)Beginning to (5)Exemplary).
• Scales depend on how they would apply to the assignment, the competencies
addressed, and the expectations of the instructor.
• Using the information gathered from the previous two steps, you can create a matrix
to organize the information.
• Optional: describe the proficiencies, behaviors, or skills each student will demonstrate
depending on the particular criterion and its associated performance scale ranking or
score.
Rubric Template
List All of the Competencies Measured
Performance Scale
1
Unacceptable
2
Acceptable
3
Excellent
Competency not
demonstrated
Competency
demonstrated
Competency
demonstrated at an
advanced level
Criterion 2
Competency not
demonstrated
Competency
demonstrated
Competency
demonstrated at an
advanced level
Criterion 3
Competency not
demonstrated
Competency
demonstrated
Competency
demonstrated at an
advanced level
Criterion 1
AVERAGE
POINTS
POINTS
Reporting Results

Summary of Results

Format



Narrative
Tables or charts
Analysis/Interpretation of
results

Explain results in a narrative
form by interpreting results or
using qualitative analysis of the
data.

Every student learning
outcome must have at least:


One set of results
One student learning
improvement strategy (use of
results)
Reporting Results

Non-Examples:
Our students passed the dissertation defense on the first
attempt.
All the students passed the national exam.
Criteria met.
1.
2.
3.

Examples:
75% of the students (n=15) achieved a 3 or better on the 5
rubric categories for the capstone course research paper.
Average score was: 3.45
Overall, 60% of students met the criteria (n=20) with a 2.65
total average. The rubric’s 4 criteria scores were as follows:
1.
2.
o
o
o
o
Grammar: 3.10 (80% met minimum criteria)
Research Questions: 2.55 (65% met minimum criteria)
Knowledge of Topic: 2.50 (55% met minimum criteria)
Application of Content Theories: 2.45 (60% met minimum criteria)
Reporting Results
Frequency of Student Results for all Four Categories of the Research Paper
(N=20 Students)
1
NOVICE
2
APPRENTICE
3
PRACTITIONER
4
EXPERT
TOTAL MEETING
CRITERIA
Grammar
N=2
(10%)
N=2 (10%)
N=8 (40%)
N=8
(40%)
3.10 average (62 points)
80% (n=16) met criteria
Essay
Structure
N=4
(20%)
N=3 (15%)
N=11 (55%)
N=2
(10%)
2.55 average (51 points)
65% (n=13) met criteria
Coherence of
Argument
N=2
(10%)
N=7 (35%)
N=10 (50%)
N=1
(5%)
2.50 average (50 points)
55% (n=11) met criteria
Research
Based
Evidence
N=3
(15%)
N=5 (25%)
N=12 (60%)
N=0
(0%)
2.45 average (49 points)
60% (n=12) met criteria
AVERAGE
TOTAL
2.65 average score
65% (n=11) met criteria
Reporting Results: Formulas
N = 20 (students)
1
2
3
4
Grammar
N=2 (10%)
2/20 = .10
.10 (100) = 10%
N=2 (10%)
2/20 = .10
.10 (100) = 10%
N=8 (40%)
8/20 = .40
.40 (100) = 40%
N=8 (40%)
8/20 = .40
.40 (100) = 40%
3.10 average (62 points)
2(1) + 2(2) + 8(3) + 8(4) = 62
62/20 = 3.10
80% (n=16) met criteria
40% + 40% = 80% (8+8=16)
Essay Structure
N=4 (20%)
4/20 = .20
.20 (100) = 20%
N=3 (15%)
3/20 = .15
.15 (100) = 15%
N=11 (55%)
11/20 = .55
.55 (100) = 55%
N=2 (10%)
2/20 = .10
.10 (100) = 10%
2.55 average (51 points)
4(1) + 3(2) + 11(3) + 2(4) = 51
51/20 = 2.55
65% (n=13) met criteria
55% + 10% = 65% (11+2=13)
Coherence of
Argument
N=2 (10%)
2/20 = .10
.10 (100) = 10%
N=7 (35%)
7/20 = .35
.35 (100) = 35%
N=10 (50%)
10/20 = .50
.50 (100) = 50%
N=1 (5%)
1/20 = .05
.05 (100) = 5%
2.50 average (50 points)
2(1) + 7(2) + 10(3) + 1(4) = 50
50/20 = 2.50
55% (n=11) met criteria
50% + 5% = 55% (10+1=11)
Research Based
Evidence
N=3 (15%)
3/20 = .15
.15 (100) = 15%
N=5 (25%)
5/20 = .25
.25 (100) = 25%
N=12 (60%)
12/20 = .60
.60 (100) = 60%
N=0 (0%)
0/20 = 0
0 (100) = 0%
2.45 average (49 points)
3(1) + 5(2) + 12(3) + 0(4) = 49
49/20 = 2.45
60% (n=12) met criteria
60% + 0% = 60% (12+0=12)
AVERAGE TOTAL
3.10 + 2.55 + 2.50 + 2.45 = 10.6
10.6/4 = 2.65
80% + 65% + 55% + 60% = 260
260/4 = 65%
16 + 13+ 11+ 12= 43
43/4 =10.75 = 11
TOTAL MEETING CRITERIA
2.65 average score
65% (n=11) met criteria
Using Results for Improvements
DO
DON’T
•DO focus on making specific
improvements based on faculty
consensus.
•DON’T focus on simply planning for
improvements or making improvements
without faculty feedback.
•DO focus on improvements that will
impact the adjoining outcome.
•DON’T focus on improvements that are
unrelated to the outcome.
•DO use concrete ideas (e.g., include
•DON’T write vague ideas or plan to plan.
specific timelines, courses, activities, etc.).
•DO state strategies that are sustainable
and feasible.
•DON’T use strategies that are impossible
to complete within two years considering
your resources.
•DO use strategies that can improve the
curriculum and help students learn
outside of courses.
•DON’T simply focus on making changes
to the assessment measures used.
Using Results for Improvements: Student Learning
Curriculum Changes
Course Objectives
Within Course
Activities
• Mandate or create new courses
• Eliminate/merge course(s)
• Change degree requirements
• Change course descriptions
• Change syllabi to address specific learning outcomes
• Add new assignments to emphasize specific competencies
• Increase time spent teaching certain content
• Change themes, topics, or units
Using Results for Improvements: Student Learning
University Resources
Faculty- Student
Interaction
Resources for
Students
• Use outside resources to enhance student learning
(e.g. refer students to the Center for Academic Excellence)
• Publish or present joint papers
• Provide feedback on student work, advising, office hours
• Disseminate information
(e.g. distributing newsletters, sharing publications, etc.)
• Create/maintain resource libraries
(e.g. books, publications, etc.)
• Offer professional support or tutoring
• Provide computer labs or software
Using Results for Improvements: Program Outcomes
• Obtain financial resources: funding, grants, etc.
• Hire new faculty/staff
• Reduce Spending
• Change recruiment efforts/tactics
• Increase enrollment
• Change policies, values, missions, or conceptual frameworks of a
program or unit
• Add or expand services to improve quality
• Add or expand processes to improve efficiency
Using Results for Improvements: Program Outcomes
• Conduct research
• Gather and/or disseminate information
• Produce publications or presentations
• Create professional development opportunities
• Attend professional conferences or workshops
• Establish collaborations across stakeholders or disciplines
• Provide services or establish links to the community
• Acquire new equipment, software, etc.
• Provide resources to specific groups
Q & A Session
References
References for Cover Pictures
1. http://www.superscholar.org/rankings/online/best-public-health-degrees/
2. http://www.collegeonline.com/news-about-online-colleges/social-work-online/
3. http://greensandberries.squarespace.com/greens-and-berries/2010/7/28/civic-dietetics.html
Thank you for
attending.
Contact Us:
Katherine Perez
kathpere@fiu.edu
305-348-1418
Bridgette Cram
bcram@fiu.edu
305-348-1367
Departmental Information:
ie@fiu.edu
305-348-1796
PC 112