NACADA 2017 St Louis MO Matt Dunbar amp Theresa Duggar Beginners Guide to Assessment Learning Outcomes Recognize different types of assessment Identify common techniques for assessing advising programs ID: 772350
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NACADA 2017St. Louis, MOMatt Dunbar & Theresa Duggar Beginner’s Guide to Assessment
Learning OutcomesRecognize different types of assessmentIdentify common techniques for assessing advising programs Judge the applicability of assessment methods Develop questions to further knowledge of assessment
OutlineIntroductions Defining “Assessment” Why Assess? The Assessment Cycle Types of Assessment Lenses of Assessment Q/A A summative, value-added assessment
Who’s in the roomName, institution, comfort/familiarity with assessment?
Defining AssessmentAny effort to gather, analyze, and interpret evidence which describes program effectiveness. Upcraft & Schuh (1996) An ongoing process aimed at understanding and improving _______. Angelo (1995)
Why Assess?Why should you? Why do you? Why don’t you?
The Assessment Cycle
Types of AssessmentQualitative Quantitative Direct Indirect Formative Summative
QualitativeDealing with quality, value, words, ideas“What did you learn at the advisement session?” “How do you feel about the advisement session?”
QuantitativeDealing with numbers, statistics, counts “How strongly do you (dis)agree with the following statement?” “Rate the following skills from 1-10.”
DirectMeasures in specific ways and demonstrates knowledge“How many guests may you sign into the residence hall at one time?” “Where is Campus Life located?”
IndirectCaptures reflections on learning, the feelings about the thing “How do you plan to use today’s advisement in your daily life?” “What emotions describe how you feel after today’s session?”
FormativeGathering information in order to shape our future work“How comfortable are you with the student organization registration system?” “Do you currently work on-campus?”
SummativeFollowing-up, seeing where participants have ended-up
Assessment Lenses Multiple Lenses of Assessment Criterion: Comparing to a goal or set of requirements (criteria) Benchmarks: Comparing to peers, standards, or others. Longitudinal: Comparing to past selves Value-added: Comparing to where we were before the experience
Assessment LensesHypothetical Scenario: 66% of students register for courses on time on their registration day.
CriterionKey Concept:How did we do against a predetermined standard? In Action: The institution set a goal that every student (100%) will register on time during registration day.
BenchmarkKey Concept:How do we compare to our peers? In Action: Nationwide, institutions report that 80% of students register for courses on time.
LongitudinalKey Concept: Have we improved or declined? In Action: On time registration has improved by 15% over the last three years. Reason for change? Did we actively impact this increase?
Value-AddedKey Concept: Think about outcomes you want to achieve. Is the targeted population better off? In Action: More students are registering on-time. → What benefits does this entail? Advisors are effective; departments can prepare future faculty and semester schedules; institutions can report higher and more accurate enrollment numbers; etc.
SummaryAssessment is ImportantWhy ? Types of Assessment What are you comfortable with? What type of data fulfills your needs? Lens of Assessment Important to apply context to data
ActivityStart Your Assessment Process!
Questions?