& educational support units · 2020. 11. 26. · assessment planning for administrative &...

ASSESSMENT PLANNING FOR ADMINISTRATIVE & EDUCATIONAL SUPPORT UNITSPRESENTED BY: KAROL BATEY, ASSESSMENT SPECIALIST

CREATED BY THE OFFICE OF INSTITUTIONAL ASSESSMENT, RESEARCH, AND PLANNING (FALL 2019)

WHAT IS ASSESSMENT?

Ongoing and systematic process of identifying objectives and means to measure them, gathering measurements of the objectives, using the information to make decisions about improvement, and implementing improvements based on the data gathered.

CONTINUOUS IMPROVEMENT


CONTINUOUS IMPROVEMENT

What?

A belief that no matter how well we do things, we can do better!

How?

By constantly examining how well we perform key functions, looking for weaknesses in our performance, and figuring out how to correct those weaknesses.

Why?

It is remarkably powerful, and is what separates industry leaders from the rest of the pack.


ASSESSMENT PROCESS

You will complete an initial assessment plan now, and update the plan each year when you submit your assessment report. This connects the results from the previous cycle to the changes planned for the new cycle.


FIVE COMPONENTS OF AN ASSESSMENT PLAN


MISSION GOALS

OBJECTIVES

OUTCOMES

MEASURES TARGETS ASSESSMENTPLAN

DEFINE THE MISSION STATEMENTCOMPONENT ONE


DEFINE THE MISSION STATEMENTUnit Mission should support the Institutional Mission as well as itself. Ask yourself these four essential questions:

1. Who are we?

State the name of your office/department (i.e. “The mission of TAMIU is ____”)

Avoid vague pronouns like “Our mission is…”

2. What do we do?

Includes the primary functions or activities of the office/department.

Illustrates the most important functions, operations, outcomes and/or offerings of the office/department.

3. Why do we do it?

State the purpose of the office/department.

Should include the primary reasons why you perform your major activities or operations

4. For Whom do we do it?

These are the stakeholders (e.g.,students) of your office/department.


STRUCTURE OF A MISSION STATEMENT

The mission of <the name of your office/department> is to <your primary purpose(s)> by providing <your primary functions or

activities> to <your stakeholder(s)>.(Any additional clarifying statements.)

Note: The order of the pieces of the mission statement may vary from the above structure.

CREATED BY THE OFFICE OF INSTITUTIONAL ASSESSMENT, RESEARCH, AND PLANNING ((FALL 2019)

MISSION STATEMENT EXAMPLE

The mission of the Office of Institutional Assessment, Research & Planning (OIARP) is to support programs, faculty and staff in

achieving student success by promoting institutional effectiveness through ongoing, systematic planning and evaluation efforts; and by ensuring institutional data integrity, consistency, and accuracy.


MISSION STATEMENT MISTAKES

Too long

Too general

Not clear/vague

Too boring

Unbelievable

Unachievable


CHARACTERISTICS/ATTRIBUTES OF A POORLY WRITTEN MISSION STATEMENT

Difficult to understand

Unable to achieve

Not relatable

Does not accurately reflect functions

Does not convey impact/influence

Does not include/engage employees


UNIT GOALSCOMPONENT TWO


UNIT GOALS

Specific to the unit

Anchored in the mission

Overarching achievement tied to the purpose

Frames the functions of the unit

It bridges the mission and support outcomes

Use TAMIU’s Strategic Plan to help your unit discover your goals. This ensures unit goals are aligned with TAMIU’s institutional goals.


ADMINISTRATIVE OBJECTIVES AND STUDENT LEARNING OUTCOMESCOMPONENT THREE


ADMINISTRATIVE OBJECTIVES

Objectives are statements of intention, describing a task to accomplish or a goal to meet. Administrative Objectives should:

Reflect what the decision makers have identified as the important initiatives or improvements for the administrative year.

Do NOT use your normal operations as part of your initiatives, but should focus on improvements and special projects that will enhance the entity.

Be Specific, Measureable, and Quantifiable statements to determine progress to overall mission.


ADMINISTRATIVE OBJECTIVES

Formula on how to write an objective:

Objective = Target/Subject + Verb/Action + Object + Modifiers

Example: Increase research skills of TAMIU researchers by developing and conducting workshops and seminars on analyzing research.


SHULTS DORIMÉ-WILLIAMS TAXONOMY


STUDENT LEARNING OUTCOMES

Because many student services not only perform administrative functions, but also TEACH students, the unit should include student learning outcomes (SLOs)

Many student service departments may have both performance objectives to assess, as SLOs.

Assessing SLOs provides a deeper assessment that demonstrates that a student services department not only carries out its administrative responsibilities, but makes a positive impact in their interaction with students.


STUDENT LEARNING OUTCOMES

Formula on how to write a SLO:

SLO = Students will be able to + Verb/Action + Object + Modifiers

Example: Students will be able to cite literary resources using American Psychological Association Standards.


BLOOM’S TAXONOMY


Higher Order Thinking Skills

Lower Order Thinking Skills

BLOOM’S TAXONOMY VERBS

HOW MANY OBJECTIVES AND/OR OUTCOMES?

Administrative offices should have about three to five objectives

However, those offices offering direct instructional responsibilities should have one to two SLOs in place of an objective.

Plan to assess only two or three objectives/outcomes each cycle, and make sure to test all objectives and outcomes within three cycles.


MEASURESCOMPONENT FOUR – “IF YOU CANNOT MEASURE IT YOU CANNOT IMPROVE IT” – BARON KELVIN


GUIDELINES FOR DEVELOPING MEASURES/METRICS

Develop at least two measures for every expected objective/outcome

You can have multiple measures per objective/outcome

You could have one measure that aligns with multiple objectives/outcomes

Be sure measures are appropriate and align with objectives and outcomes Do the chosen measure provide data on what you need to know?

Utilize a variety of measures Some of it you may already be collecting

Build an inventory of existing evaluation and assessment activities


GUIDELINES FOR DEVELOPING MEASURES/METRICS

Common Mistakes to Avoid

Simply restating the objectives/outcomes as a measure

Not aligning the measure with expected outcomes

Inserting actions (activities) in place of measures

Utilizing measure that do not measure what you need to know to determine progress

Measures need to provide useful and meaningful data


TARGETSCOMPONENT FIVE


TARGETS

For each measure, an achievement target must be established; in other words, how or when will you know if you’ve been successful?

Targets communicate clearly the expected level of accomplishment for a measure

Targets must always indicate what is expected to be achieved in this single, current administrative year.


TARGETS

Targets must specify something quantifiable (a number, percent, rating, score, or level of proficiency)

Targets can offer directionality (an increase or decrease)

Targets should change to reflect improvement over time

Sometimes an anticipated date for completion can be a target, if no other targets seem appropriate


TARGET FORMULA

There is no easy rule for determining what the target should be for any objective. Generally, an entity either has an idea of the current level of

achievement and defines a new target from that, or they have a desired level of achievement and work toward that.

Target = Level + Subject + Action + Object + Modifiers

Target Example: 90% (level) of first year experience students (subject) will rate on a customer satisfaction survey (action) their Preview experience (object) as a 3 or better on a 5-point scale (modifiers).


TARGETS

It is important to note that targets must be clear not just in numbers, but in words. “Satisfactory” and “successful” are positive, but they are not streamlined

across units or campus. A better way is to create a scale to quantify these types of qualitative results.

Remember Targets should be appropriately challenging never do absolutes in your targets (no 0% or 100%)


You have now completed the complex and time consuming work of planning your assessment activities.


REFERENCES

Baker, W. (2012). Assessment 101: Non-Academic & Co-Curricular Assessment.

http://www.counciloakassessment.com/

Herrera, Dyanne, and Clarissa Gomez. How to Write an Effective Mission Statement. Texas Tech University Health Science Center, https://elpaso.ttuhsc.edu/oire/_documents/1 How to Write an Effective Mission Statement.pdf.

Resources, https://elpaso.ttuhsc.edu/oire/Resources.aspx.

Shults, Christopher, and Marjorie Dorime-Williams. “Enhancing Administrative, Educational, and Student Support (AES) Assessment: Introducing the SDW Support Outcomes Taxonomy.” York College, https://www.york.cuny.edu/president/institutional-effectiveness/middle-states/enhancing-aes-assessment-introducing-the-sdw-support-outcomes-taxonomy.pdf.

OFFICE OF ASSOCIATE VP FOR INSTITUTIONAL ASSESSMENT, RESEARCH, AND PLANNING

http://www.counciloakassessment.com/

& educational support units · 2020. 11. 26. · assessment planning for administrative &...

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