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