ECD Faculty Workshop - 2016 WSCUC Academic Resource

Joanne Weiss, Ed.D
Carol Rains-Heisdorf, MA
Fresno Pacific University
April 11, 2013
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Joanne:
◦ BA Sociology; MAEd in Curriculum & Instruction; Ed.D in
Higher Education Leadership
◦ Post-secondary Experience
 Assessment; accreditation; curriculum development; instructional design
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Carol:
◦ BA Women’s Studies; MAEd/Leadership and Administration
◦ Post-secondary Experience
 International student administration; retention/student success; assessment
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Office of Institutional Effectiveness
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Initially Federal DoE focused on K-12
◦ No Child Left Behind: Bush
◦ Race to the Top: Obama
Now DoE is turning its sites to Postsecondary Education
◦ Pressure on 6 regional accreditors
◦ WASC pressure on IHEs
◦ Ensure the meaning, value, and educational
effectiveness of degrees for work, citizenship,
and life-long learning
Input Model
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Program design and program of study
Course syllabi
Academic policies and procedures
Admissions criteria
Output Model…all of the inputs, +
◦ Institutional markers, e.g. persistence, completion,
and graduation rates data
◦ Program review documentation
◦ Student Learning Outcomes (SLO) assessment data at
the course, program, school, and institutional levels
“The systematic collection of
information about student
learning, using the time,
knowledge, expertise, and
resources available, in order
to inform decisions that
affect student learning.”
(Walvoord, 2010, p. 2)
It’s all about student success!
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Establish learning
outcomes
Provide learning
opportunities
Assess student
learning
Use the results
(Suskie, 2010)
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Establish goals
(outcomes)
Gather information
about goal
achievement
Make decisions for
change and take
action
(Walvoord, 2010)
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Defined 10 University Student Learning Outcomes (USLO)
(conversation in Fall 2011; approved Spring, 2012)
Chose electronic assessment management system (Spring,
2012)
Designed Academic Assessment Cycle (Spring, 2012)
Funded Office of Institutional Effectiveness (OIE) (Summer,
2012)
Developed Institutional Framework of Student Learning (Fall,
2012)
Student Learning
Outcome Statements
(U-SLO, P-SLO, C-SLO)
(Co-Curr SLO)
Assessment Plans
Use of Student Learning
Evidence
* Data are evaluated annually,
biannually, or as necessary to
implement administrative, budgeting,
curricular, co-curricular, and
instructional changes to better serve
the FPU community.
COMMON TO ALL
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Clearly worded
Prominently posted
Updated regularly
Receptive to feedback
Academic/Co-Curricular)
* Results available through TaskStream
Reports
* Results from Surveys and Assessments
Current Assessment
Activities
* Institutional Academic Surveys
(NSSE, IDEA), Course Signature
Assignments/Rubrics, Capstones,
Portfolios, Master's Thesis, Selective
Program Exit Interviews, Employer
Surveys
* Co-curricular Surveys and
Assessments (Student Life, Athletics,
Spiritual Formation), Alumni Surveys
* Adapted from National Institute for Learning Outcomes Assessment. (2011).
Transparency Framework. Urbana, IL: University of Illinois and Indiana
University, National Institute for Learning Outcomes Assessment (NILOA).
Retrieved from:
http://www.learningoutcomeassessment.org/TransparencyFramework.htm
* University Academic Assessment
Cycle; Co-Curricular Assessment Cycle
* Office of Institutional Effectiveness
(OIE), University Assessment
Committee, Co-Curricular Departments
Assessment Resources
Evidence of Student
Learning
(Direct and Indirect,
(Mission, Goals, Outcomes, and
Measures)
* Institutional Perception Inventories
(Noel Levitz: SSI, ASPS, IPS; HERI: CIRP)
* Office of Institutional Effectiveness,
Office of Institutional Research,
University Assessment Committee
* Professional Development
Workshops and Trainings
* Campus Cruiser TaskStream
homepage; FPU Intranet OIE homepage
Fall, 2011
◦ A faculty-driven process for accountability and continuous improvement
begins!
◦ Initial conversation about rubrics, signature assignments, and curriculum
maps
Spring/Summer/Fall, 2012 and ongoing
◦ Identify Program Directors (PD)/lead faculty
◦ PDs/lead faculty develop Program SLOs for 62 programs; OIE loads into
TaskStream
◦ PDs/lead faculty develop Curriculum Maps (I, R, SA) that link PSLOs to
courses in their programs; OIE loads into TaskStream
◦ PDs/lead faculty link PSLOs to USLOs
PSLOs
USLOs
Fall, 2012 and ongoing
◦ Faculty develop syllabi that identify Course SLOs,
written with Bloom’s cognitive levels in mind to assist
in ensuring meaning and rigor of degree
◦ CSLOs are linked to PSLOs on syllabi
◦ So that NOW…
CSLOs
PSLOs
USLOs
Summative Course
Signature Assignments also linked to USLOs:
Oral Communication; Written Communication;
Content Knowledge; Reflection; Critical Thinking; Moral
Reasoning; Service; Cultural/Global Perspective;
Quantitative Reasoning; Information Literacy
CSLOs linked to PSLOs
I/F
I/F
R/F
R/F
SA
SA
R/F
R/F
R/F
SA
Fall, 2012 and ongoing
◦ Faculty create signature assignments reflective of
scaffolded learning across the course or related to
individual course concepts
◦ Faculty develop associated analytic scoring rubrics
aligned to PSLOs and reflective of assignment criteria;
sent to OIE for upload into TaskStream
Criteria
Does Not Meet Criterion
(0.00-1.00)
Approaches Criterion (1.012.00)
Meets Criterion (2.013.00)
Exceeds Criterion (3.014.00)
Criterion: Creates a written 10
page analysis for all five chosen
topics that provides in-depth
intrapersonal learning
Written analysis addresses 1-2
topics required and does not
provide in-depth discussion of
intrapersonal learning. Fails to
meet page requirement.
Written analysis addresses at
least 3 topics as required and
provides limited discussion
of intrapersonal learning. Is a
few pages shy of page
requirement.
Written analysis addresses
5 topics as required and
provides in-depth
discussion of intrapersonal
learning. Meets page
requirement.
Written analysis provides
in-depth, insightful, and
extensive discussion of
intrapersonal learning.
Exceeds page requirement.
Inconsistent grammar, spelling Adequate explanation of
and paragraphing throughout
findings.
paper and inability to explain
Frequent and repetitive
findings clearly.
mechanical errors distract the
Surface errors are pervasive
reader.
enough that they impede
Inconsistencies in language,
communication of meaning.
sentence structure, and/or
word choice are present.
Clear and logical written
explanation of findings.
Exceptionally concise
written explanation of
findings.
APA format and style are not
evident.
All key elements of an
APA title page are present;
In-text citations and a
reference page are present
with few format errors.
Weight: 50 %
C-SLO: 1, 2, 3, 4, 5, 6, 7
P-SLO: 2, 3, 4
Criterion: Quality of written
communication.
Weight: 30%
C-SLO: 8
P- SLO: 3, 5
Criterion: Use of APA
Format/Style Edition APA
Format
Weight: 20%
C-SLO: 8
P- SLO: 3, 5
Missing APA elements; intext citations, where
necessary, are used but
formatted inaccurately and
not referenced.
Some mechanical errors or
typos are present, but are
Prose is free of mechanical
not overly distracting to
errors.
the reader.
A variety of sentence
Correct sentence structure structures and effective
and audience-appropriate
figures of speech are used.
language are used.
Writer is clear in command
of standard, written,
academic English.
Mechanics of writing are
reflective of APA style
A broad understanding of
APA format and style is
evident.
Accurate citations and
references are presented.
No APA errors are evident
BUS 434: Individual in the Organization
Intrapersonal Analysis Paper
Spring/Summer/Fall, 2012 and ongoing
◦ Develop TaskStream homepage on CampusCruiser
◦ Initiate single sign-on to TaskStream through CampusCruiser
(Student Portal; soon to be from Moodle classroom also)
◦ Create multiple training materials for students/faculty
◦ Design daily data exchange with TaskStream
◦ Develop DRFs to permit individualized homepages within
TaskStream for faculty/students
◦ Link classes/sections in TaskStream
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Rubric criterion-level course assessment data: provided to
faculty and the program director immediately upon completion
of the evaluations or course end in faculty’s TaskStream exhibit
room
TUG/GRAD/DC PSLO assessment data: biannual distribution and
available for annual analysis in PD’s Program Review exhibit
room in TaskStream to close assessment loop
USLO assessment data: biannual availability, analyzed annually
by University Assessment Committee and OIE to close
assessment loop
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PSLO/USLO data streams continually on Intranet
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WASC CPR Exhibit Room
A Faculty-driven
Assessment Cycle
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Allen, M. J. (2003). Assessing academic
programs in higher education. Bolton, MA:
Anker Publishing.
Suskie, L. (2009). Assessing student learning:
A common sense guide (2nd ed.). San
Francisco, CA: Jossey Bass.
Walvoord, B. E. (2010). Assessment clear and
simple (2nd ed.). San Francisco, CA: Jossey
Bass.