METHODS &

IMPLEMENTATION
Assessment Workshop
March 2017
 Overview

Introduction

Review department-level learning outcomes

How does my department assess this? (selecting a method)

Where/when does my department assess this? (selecting a

model for implementation)
 What do we mean by
assessment of student learning?
Assessment is an ongoing process of:
Establishing measurable, clear, and documented expected
outcomes of student learning
Providing students with sufficient opportunities to achieve those
outcomes
Systematically gathering and analyzing evidence to determine
how well, and in what ways, student learning matches the
documented outcomes and expectations (criteria)
Using the evidence to inform decisions to improve student
learning

Adapted from: Learner Centered Teaching (https://learnercenteredteaching.wordpress.com/teaching-

resources/definition-of-assessment-of-student-learning/)
 Why Assess?
Help students achieve the learning
outcomes you want them to achieve

Have evidence that students are

learning what you want them to

Identify specific challenges and

strengths of student learning

Because HLC said so! We need to!

Levels of Learning Outcomes

8 College Learning Outcomes

College (CLOs)

CLOs + department level

Department learning outcomes + field
standards (if relevant)

Course Reference Form

learning outcomes (should
Course include some department and
college learning outcomes.
5-Step Department Assessment
Process
1. Define/refine learning March
outcomes and criteria for Workshop
success

5. Document results and

update assessment plan 2. Select assessment
to indicate changes in method(s) and design
curriculum, instruction, tools
etc.

May
Workshop April
Workshop
4. Analyze assessment
data and identify 3. Implement assessment
strengths and areas for tools to gather data
improvement
 Exercise 1: Match learning
Step 2:Menu of Methods outcome and method

Method Examples Useful for assessing Not useful for

assessing
Multiple-choice Content-based knowledge Understanding of
True-/false Student knowledge of facts, skills, processes
Closed Tasks Fill in the blank or concepts Students
Solve (without showing application of
process) concepts
Open-ended questions Use of processes or strategies Strictly content
Multiple possible answers Ability to interpret information knowledge
Multiple possible Ability to apply information
Open Tasks
processes Reasoning
Writing assignments Ability to communicate thinking
Class discussions
Tasks that integrate Ability to organize, synthesize, and Strictly content
multiple skills apply information and/or skills knowledge
Performance Presentations Use of resources
Tasks Projects
Mock trials
Performances
Where to apply the method?
3 possible approaches
End of program/ course
sequence

Outcomes across the

curriculum

High-impact courses
Department Level Approaches
End of Program/End of Sequence
Capstone Experience/Project

Certification Exams

CHM 223 (end of four course sequence)

LEARNING OUTCOME METHOD CRITERIA

Locally-developed
Display appropriate
Disposition
disposition and All students will pass
Assessment completed
personal conduct each section with a
by Agency Supervisor
behaviors conducive to minimum of 3.0 on a
and Practicum
being a professional in 5.0 scale.
Instructor at the end of
this field.
Practicum courses.
Department Level Approaches
End of Program/End of Sequence
Capstone Experience/Project

Certification Exams

CHM 223 (end of four course sequence)

LEARNING OUTCOME METHOD CRITERIA

Faculty mentors will
use a rubric to assess
Demonstrate the skills
students in their Student totals should
needed to successfully
specific production reach 75% of available
collaborate with other
area: directing, acting, points.
theatre artists.
stage management,
design, etc.
Department Level Approaches
Outcomes Across the Curriculum
Learning outcome is evident across courses

Mastery can be strengthened through multiple

encounters

LEARNING OUTCOME METHOD CRITERIA

Written papers,
Articulate child comprehensive exams,
development theory and/or projects and Scores of 75% or better
and relate child presentations in all on all course Key
development theory to required ECE courses Assessments.
practice. will be measured with a
rubric.
Department Level Approaches
Outcomes Across the Curriculum
Learning outcome is evident across courses

Mastery can be strengthened through multiple

encounters

LEARNING OUTCOME METHOD CRITERIA

Students will be
assessed through one 80% of the students
Evaluate art using
on one dialogues, will achieve a score of
formal elements of
instructor observation, 75% or higher
image making.
and classroom according to the rubric.
discussions.
Department Level Approaches
High Impact Courses
Critical learning outcome for department found in a
high impact course
Failure to successfully demonstrate outcome in high
impact course creates barrier for continued success in
discipline

LEARNING OUTCOME METHOD CRITERIA

Evaluate radiograph MIM 114 (Clinical

First year class average
for pathological Practice I)- pathology
will be 85% or above.
processes. identification quiz.
Department Level Approaches
High Impact Courses
Critical learning outcome for department found in a
high impact course
Failure to successfully demonstrate outcome in high
impact course creates barrier for continued success in
discipline

LEARNING OUTCOME METHOD CRITERIA

Survey administered at
Goal for 85% of
Apply research the start of 200 level
students to achieve a
methods and major courses to assess
score of 80% or higher
psychological retention of important
on the related
perspectives. concepts and theories
standardized questions
from the Intro course.
From course to department

Exercise 2: Skit
Menu of Methods
Method Requirements for department assessment

Standardized assessment instrument (e.g. test, quiz,

Closed Tasks questionnaire) with specific correct/incorrect possible
responses.
Standardized assessment rubric
Standardized assessment instrument or assignment
Open Tasks can be useful

Standardized assessment rubric

Standardized assessment instrument or assignment
Performance Tasks can be useful
Tips for Creating Standardized
Instrument
Helpful tips
Use parallel language/grammar in
answer choices for multiple-choice
Use student-friendly language
Structure from easiest to hardest
Consider having students correct
false items on true/false statements
Describe the test to students in
advance
Pilot test with your colleagues or a
class section not participating in the
assessment
Complications to avoid
Change insignificant details to make
incorrect options
Try to measure multiple concepts in
one question
Use the instrument differently across
sections (open book/closed book)
Avoid double-barrel questions
Avoid leading questions
Attempt to measure learning levels
beyond scope of the instrument
(integration, creation, etc.)
Tips for Creating Rubrics
Helpful tips
Use parallel language
Use student-friendly language
Use specific, descriptive terms
Create equal progression of skill
between each level
Use the rubric with the students!
Norm with your colleagues &
apply the rubric consistently
Complications to avoid
Use too many columns
Try to measure multiple
outcomes/ characteristics in one
row
Create extreme or minor
differences in progress between
levels
Use the rubric differently across
courses/sections
Online tutorial from University of Colorado Denver:
http://www.ucdenver.edu/faculty_staff/faculty/center-for-
faculty-development/Documents/Tutorials/Rubrics/index.htm
Your Turn! Work on the initial parts of
a rubric or standardized
test/quiz/questionnaire.

Exercise 3: Checklist Part II

 Step 3: Implementing and
Gathering Assessment Data
Issues to consider when preparing to gather assessment data:
1. When will the assessment take place (specifically)?
2. Who will participate (which sections)?
3. What specifically will be assessed (which assignment or activity)?
4. How will you collect assessment data?
5. Is additional contextual information needed to help make sense of
data?
6. Which resources will you need to leverage for help with data
collection? (IEPR, BlackBoard)

Exercise: Step 3 Checklist

5-Step Department Assessment
Process
1. Define/refine learning March
outcomes and criteria for Workshop
success

5. Document results and

update assessment plan 2. Select assessment
to indicate changes in method(s) and design
curriculum, instruction, tools
etc.

May
Workshop April
Workshop
4. Analyze assessment
data and identify 3. Implement assessment
strengths and areas for tools to gather data
improvement
 Support Resources
TLETC: Developing and delivering dept. trainings
Page Wolf, Faculty Instructional Developer
pwolf@clcillinois.edu, ext. 2446

WAC Coordinator & Reading Consultant: Writing and Reading Support

Amanda Cash, WAC Coordinator, acash@clcillinois.edu, ext. 2988
Kelly Black, Reading Consultant, kblack@clcillinois.edu, ext. 2770

Division Offices: Helping with assessment project logistics

Dean or Associate Dean

IEPR: Collecting and analyzing results

Nick Branson, Assistant Director for IEPR, nbranson@clcillinois.edu, ext. 2417
Megan Lombardi, Accreditation & Assessment Manager, mlombardi@clcillinois.edu , ext. 2502

Assessment Team!
Vasilka Maslanka, ASLC Chair, vmaslanka@clcillinois.edu, ext. 2364
Ali OBrien, AVP, aobrien@clcillinois.edu, ext. 2409