Reflecting Back to Move Forward:

Quality Enhancement Planning

Karen Webber BauerPresented to

Academic Affairs Faculty SymposiumUnicoi State Park, Helen GA

March 30, 2007kwbauer@uga.edu

Today’s UGAFall 2006• 33,959 students• SAT = 1228• From 131 countries, many US states• 4,000 courses per term• 900,000 student credit hours per year• High retention and graduation rates• 8,546 degrees awarded 05-06

• Total revenues of $1.24 billion (FY06)• 18 million square feet of space

What do we know about our students?

• Academically• Psychosocially• Alcohol use• Grades, majors

What we don’t know (or know enough)• Why students depart prior to graduation• How and when do student most effectively learn

• Lecture vs. small groups, classroom, distance, etc.

• How study abroad, internships affects the thinking, actions of our students

• Who and why go to work and grad school• Perceptions of alumni • How Gen Ed intermeshes with goals & objectives

in the major

Yes, some efforts ongoing

• And that’s great!

Assessment – Why?

Improvement Accountability

Institution-wide assessment like a puzzle

LCs; Capstone

Program EvalWriting Rubric

NSSE

No one measure adequate

Five Levels of Assessment

Level 1:I ndividual

Level w/in course

Level 2: Individual learning level across

coursesEmphasize self-reflection

Level 3: Course levelPortfolios, embedded, common

assignments, capstone,

Level 4: Program levelEmbedded, portfolios, common across multi-sections,

capstones

Level 5: Institutional levelSummarized info at institution-wide level

From Miller, R. & Leskes, A. (2005). Levels of Assessment: From the Student to the Institution. Washington, D.C.: Association of American Colleges and Universities.

Assessment Methods for Levels 1 & 2• Objective exams• Reflective essays• Portfolios• Case studies• Small group assignments• Research paper/lab report• Oral exams• Performances

Examples of Rubrics• http://wsuctproject.wsu.edu/ctr.htm

• http://eng.auburn.edu/programs/chen/programs/

accreditation/assessment-rubrics.html

• http://www.uwstout.edu/soe/profdev/rubrics.shtml

• http://faculty.academyart.edu/resources/rubrics.asp

• http://www.winona.edu/AIR/rubrics.htm

• http://rubistar.4teachers.org/index.php

Ways to assess learning• One minute paper• Muddiest point• Point-counterpoint• Mind maps• Journal entries• Peer lessons• Card sort

See Silberman, M. (1996). Active Learning: 101 Strategies. Boston, Allyn & Bacon.

• Immediate Feedback Assessment Technique http://www.epsteineducation.com/ifat.php

Do Grades Have a Place in Assessment?

• Sure, but can’t be the only evidence

• Tell us how well a student performed but don’t tell us if s/he mastered components such as critical thinking, writing skills over full program

• Don’t tell us what students learn in cocurricular activites

So– we need goals & objectives and measurable outcomes !

Ask yourself:• Is the outcome measurable?• Is it meaningful?• Is it manageable?• How will I know when it’s been achieved; how do I

develop systematic assessment?

Adapted from Bresciani, M. (2004). Outcomes-Based Academic & Cocurricular Program Review.

Make It Measurable (see handout)

• Design an experiment to test a chemical hypothesis• Write with clarity, coherence, correctness• Use voice, movement to interpret a dramatic character

NOT Easily Measurable:• Think critically• Be a lifelong learner• Be a good citizen

Why Assess?

• Improvement• Individual faculty and departmental curriculum

• Quality Enhancement Plan (QEP)

• Accountability• Reaffirmation of Accreditation

The QEP

• Carefully designed and focused set of activities that

address one or more aspects of student learning.

• Complements the ongoing institution-wide

evaluation already occurring

• Evolves from a series of discussions, reflection of

what we know, where we are going

• Plan must be submitted 4-6 weeks prior to site visit

The QEP• May include addressing changes in students’

knowledge, skills, behaviors, and/or values• Examples:

• enhancing the academic climate for learning• increasing student engagement in learning• strengthening general education curriculum• enhancing critical thinking skills• enhancing innovative teaching strategies• introducing innovations in use of technology in curriculum

Goals for Today & Tomorrow

• Regarding Teaching and Learning-- use the break out sessions and other discussion time to explore:

• Summary of current activity• Opportunities for advancement• Measures to assess success• What resources needed• Impact on faculty

Select References• Angelo, T., & Cross, P. (1993). Online teaching goals inventory . Center for Teaching,

University of Iowa. http://www.uiowa.edu/~centeach/tgi/• Angelo, T. & Cross, P. (2000). Classroom assessment techniques. San Francisco: Jossey-Bass.• Bloom’s Taxonomy: http://www.learningandteaching.info/learning/bloomtax.htm• Bresciani, M. (2006). Outcomes-based academic and co-curricular program review. Sterling,

VA: Stylus.• Critical Thinking Community: http://www.criticalthinking.org/• Collaborative Learning – info from UD’s Center for Teaching Effectiveness:

http://cte.udel.edu/ccl.htm• Grunert, J.  (1997).  The course syllabus.  A learning-centered approach.  Bolton, MA: Anker

Publishing.• Huba, M & Freed J. (2000). Learner-centered assessment on college campuses : shifting the focus

from teaching to learning. Boston: Allyn & Bacon.• Silberman, M. (1996). Active learning: 101 strategies. Boston: Allyn & Bacon.• Suskie, L. (2004). Assessing student learning. Boston: Anker Publishing.• Walvoord, B. (1998). Effective grading : a tool for learning and assessment. San Francisco:

Jossey-Bass.