essential elements of a workable assessment plan pat tinsley mcgill, ph.d. professor, strategic...

Essential Elements of a

Workable Assessment Plan

Pat Tinsley McGill, Ph.D.

Professor, Strategic ManagementCollege of Business

Faculty Lead, Assessment

Assessment

Assessment Goals

To align instruction across course sections To improve student learning across a program or

an institution To determine where students need help and what

will be done to help them To develop a culture of improving student

learning To meet program review and accreditation

(WASC, NCATE, AACSB, etc.) requirements

Assessment Guiding Questions

① What do we want our students to know and be able to do upon graduation?

② Where do we want them to learn it?

③ How will we know if they have learned it?

④ What will we do if they have not learned it?

What We Want Our Students to Know and Be Able to Do

What We Want Our Students to Know and Be Able to Do

What We Want Our Students to Know and Be Able to Do

CSUMB Institutional Learning Outcomes (ILOs)

Intellectual SkillsCSUMB graduates demonstrate competence in critical thinking, information literacy, written and oral communication, and quantitative reasoning.Specialized KnowledgeCSUMB graduates apply knowledge, theories, methods, and practices in a chosen field of study to address real-world challenges and opportunities.

What We Want Our Students to Know and Be Able to Do

CSUMB ILOs (contd.)

Integrative KnowledgeCSUMB graduates synthesize and connect knowledge, skills, and experiences across disciplines, allowing them to address new and complex situations.Personal, Professional, and Social ResponsibilityCSUMB graduates demonstrate ethical reasoning, global awareness, and civic and intercultural engagement in ways that promote sustainability, and social justice and equity across diverse communities.

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What We Want Our Students to Know and Be Able to Do

Advance Action Item #2: Complete assessment alignment of ILOs, GE Areas, and MLOs (see

handout).

What We Want Our Students to Know and Be Able to Do

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What We Want Our Students to Know and Be Able to Do

Advance Action Item #3: Complete outcomes alignment of ILOs, MLOs, and CLOs (see handout).

What We Want Our Students to Know and Be Able to Do

Outcomes Alignment For __________ Graduates

Outcomes Alignment For BSBA Graduates

Where do we want them to learn it?

Advance Action Item #4:Determine where in the curriculum

students will achieve the learning outcomes through a curriculum map

(next item on today’s agenda!).

How will we know if they have learned it?

Close the Loop

Measure LearningAssessmentCycle

What is valued is measured and

what is measured is valued.

Assessment Guiding Principle #1

How will we know if they have learned it?

Direct Evidence of Student Learning:

Products produced by students to demonstrate learningPapersProjectsPresentationsTests . . .

How will we know if they have learned it?

Indirect Evidence of Student Learning:

Evidence that reveals students’ perceptions of their learningSurveysInterviewsReflectionsSelf evaluations . . .

How will we know if they have learned it?

Measure Learning

Step 1: Develop a meaningful, manageable, sustainable assessment plan to measure student learning.Step 2: Measure student learning (#1).Step 3: Evaluate student evidence of learning and report outcomes (#1).

What will we do if they have not learned it?

“Close the Loop”Step 4: Plan and implement interventions if students are not learning at the level expected.

Step 5: Measure student learning (#2).

Step 6: Evaluate student evidence of learning and report outcomes (#2).

How will we know?What will we do?

Close the Loop

Measure LearningAssessmentCycle

Engaging in a process

of continuous improvement

helps ensure all students learn.

Assessment Guiding Principle #2

Advance Action Item #5: Develop a multi-year master

assessment plan for your program based on its Program Review cycle (see handout).

How will we know?What will we do?

Workable Assessment Plan

Workable Assessment Plan

Set clear and ambitious goals for student achievement.

Regularly measure performance against those goals.

Report evidence of success and of areas that need improvement.

Continuously work to improve results.

Assessment Guiding Principle #3

Improving student learning

is the responsibility of all faculty.

Faculty Engagement

Participate in TLA co-op/work group Participate in university-wide assessment

training/activities Participate on program’s assessment

committee or task group Submit student work for evaluation Respond to faculty surveys Participate in evaluation of evidence

THANKS!

Pat Tinsley McGill, Ph.D.ptinsley@csumb.edu