Assessment Plan
Workshop Series
Part 5: Reporting Assessment Results
November 11, 2015
Drs. Summer DeProw and Topeka Small
Workshop Agenda
Quick Review and Evaluation (20 minutes)
Outcomes
Measures
Curriculum Map
Benchmarks and Accountability Timelines
Reporting Assessment Results
Deliverables for each degree program
Assessment Plan
Curriculum Map
Due date
Assessment Evaluation:
Do you know, do you know, do you know?!
Define program-level student learning outcome. List one synonym
for outcome.
T or F-Student learning outcomes can be identified for any learning
activity.
Who is qualified to define program-level student learning
outcomes?
What are the parts of a well-written student learning outcome?
Define assessment measure. List one synonym for assessment
measure.
Assessment Evaluation
Cont.
What is the purpose of a curriculum map?
Define and give an example of a benchmark.
Name 2 positions/groups that are typically accountable for
assessment in any particular area.
Things to consider when
reporting assessment results
Suskie (2009) lists five basic ways to summarize assessment results:
•
tallies
•
percentages
•
averaging results into an overall score
•
averaging results into sub-scores
•
qualitative summaries (grouped listings, themes, examples)
•
You can also look at differences between groups, over time, and with peers
Sharing Assessment Results
The briefer the assessment report is, the more likely it will be used.
Information most important to share:
Benchmarks/Targets
Results/Findings
Trends over time
Information demonstrating the reliability of results/details of the data collection process
Action Plans, e.g., curricular, course or advising modifications; policy or process changes,
provision of additional training…
You may include tables, charts, and other visuals or traditional written reports
Reporting Assessment Results
cont.
Honest, Balanced, Fair, and Useful Reporting of Assessment Results
Suskie recommends doing the following to ensure appropriate reporting:
Start with aggregated results, then aggregate sub-scores. What implications does this
have on student learning?
Present results completely, fairly, and objectively.
Where could one find additional information about the assessment, if needed?
What will audiences for assessment results care most about?
Matters they can do something about
Interesting and unanticipated findings
Meaningful differences
Suskie, L. (2009). Assessing student learning: a common sense guide. New York: Jossey-Bass.
The bulleted lists are "Reporting Assessment Results" from Ball State’s Assessment Handbook
(http://cms.bsu.edu/About/AdministrativeOffices/Effectiveness/AssessmentResources/Workbook.aspx)
A-State’s Assessment Reporting
Form
Deliverables
Assessment Plan
Curriculum Map
Due by December 15