Concordia College

Assessment FAQ

1. What is student learning assessment?
2. How does assessment relate to faculty evaluations?
3. How do faculty benefit from assessment information?
4. Is there a step-by-step guide for the assessment process?
5. What are the different types of learning outcomes?
6. What are examples of direct assessment measures?
7. What are examples of indirect assessment measures?
8. How do I develop measurement criteria?
9. How many different assessment activities does each department need to implement?
10. What are some characteristics of a good assessment plan?
11. How can assessment results be used in your department to improve your program?
12. What is the plan for assessing general education at Concordia College?
13. What assessment methods do departments use to assess the major?
14. What information does each department submit to the assessment committee each fall?
15. What resources are available to assist faculty?
16. How do I submit a question for the FAQ?

What is student learning assessment?

“A process that asks important questions about student learning, gathers some meaningful information on these questions, and uses the information for academic improvement.”

Source: Sinclair Community College, as referred to by Denney, 1996 in Palomba and Banta’s Assessment Essentials, 1999.

“A rich conversation about student learning informed by data.”

Source: Ted Marchese, American Association for Higher Education

How does assessment relate to faculty evaluations?

There is no relationship between faculty evaluations and assessment. Assessment results will never be used in promotion or tenure decisions. Assessment focuses on students, not on faculty.

How do faculty benefit from assessment information?

Assessment can help us answer:

· How well do student outcomes match the goals we have established?

· What experiences will students have as a result of completing their general education

requirements?

· Is what we say we want students to learn (in our mission statement) what they actually learn (curriculum)?

· How is what Concordia students learn unique?

· How can we demonstrate that what Concordia students learn is unique??

· What value does Concordia College add to students’ acquisition of knowledge, skills, and

attitudes?

· What impact does Concordia have on changes in students during their four years here? How do we know?

Is there a step-by-step guide for the assessment process?

View the diagram of the assessment process at http://www.concordiacollege.edu/dept/assessment/cycle.htm

What are the different types of learning outcomes?

• Content: Knowledge of a subject matter (Cognitive Learning)
• Skill Acquisition: Comprehension of a topic, demonstration of a competency, etc. (Behavioral Learning)
• Attitudes: Awareness, interest, concern, etc. (Affective Learning)

Note: Outcomes may be a combination of content knowledge, skills, and attitudes.

What are examples of direct assessment measures?

• Portfolios
• Juried performance (music, speech, art exhibit, poster session, etc.)
• Exams (ETS field tests, Academic Profile, etc.)
• Assignments and coursework
• Major project (research project, major paper, case study, group project)
• Mathematical reasoning tests, foreign language competency tests, critical thinking tests, etc.
• Test of students’ recognition of and understanding of ethical issues
• Feedback from internship, co-op, or student teaching supervisors
• Feedback from employers

What are examples of indirect assessment measures?

· Students’ self reports of knowledge gained

· Surveys that measure changes in attitudes, values, or beliefs (current students, alumni, etc.)

· Interviews

· Focus groups

How do I develop measurement criteria?

Performance criteria define the expectations that faculty have for levels of student achievement/performance/progress.

• Before collecting data, consider what level of knowledge, skill, or behavior change, etc. is excellent, average, poor.
• Decide, before you conduct the measurement, what the results will mean. What do the results tell you about achievement of student learning outcomes?
• What are the “cutoff points” that delineate various levels of goal attainment?
• What level is problematic, requiring additional action?
• For example: What if 30% of students indicate that their learning experiences at Concordia did not sufficiently prepare them to use technology in their careers/at graduate school?
• Is this an acceptable level?
• If this is not an acceptable level, what action should be taken in response?

Criteria:

• May be based on the previous year’s performance (it’s ok to develop baseline data)
• May be based on norms/benchmarks from other comparable programs (national standards)
• May be based on research from experts in the field (professional associations, accrediting agencies, etc.)
• Should be monitored periodically
• Are not written in stone, they can be updated when appropriate

How many different assessment activities does each department need to implement?

• A single instrument can not capture all of the elements of student learning.

• Learning outcomes are not usually one-dimensional; most programs have multiple goals or multi-faceted goals for student learning.
• Patterns of evidence demonstrate student learning. A single measure may be inadequate evidence on which to base accurate conclusions.
• Consider assessment to be an ongoing cycle. While multiple measures are desirable, you do not have to implement every measure every academic year. Instead, implement your assessment plan over a period of time.
• It may be helpful to develop a grid to display goals and assessment methods. This can help you determine which goals are not being assessed and which assessment methods are most useful for assessing multiple goals. An example is below.

	Goal 1	Goal 2	Goal 3	Goal 4	Goal 5
Assessment Method 1	X		X		X
Assessment Method 2		X	X
Assessment Method 3				X
Assessment Method 4		X			X

What are some characteristics of a good assessment plan?

• Ongoing
• Manageable (Do not try to do everything at once; assessment can be phased in over a period of time)
• Students understand their role in assessment (Tell students how assessment will be used and how it can benefit them).
• Students understand assessment and take ownership and interest in their own learning.
• Faculty use results for decision making and support using assessment data to improve student learning.
• Assessment is “built in” to the curriculum.
• Assessment and planning are closely intertwined.

How can assessment results be used in your department to improve your program?

Faculty can modify the following in response to assessment information:

• Curriculum in courses/programs
• Pedagogy in courses/programs
• Structure of major, requirements, etc.
• Advising
• Resource allocation

What is the plan for assessing general education at Concordia College?

The college-wide assessment plan is online at http://www.cord.edu/dept/assessment/timeline06_07.htm

What assessment methods do departments use to assess the major?

View the document that lists assessment activities that are in progress at http://www.cord.edu/dept/acd/local/assess/matrix.pdf

What information does each department submit to the assessment committee each fall?

View annual report guidelines at http://www.concordiacollege.edu/dept/assessment/annrpt.htm

What resources are available to assist faculty?

• The assessment mini-grant application is online at http://www.cord.edu/dept/assessment/grantshome.html
• The Assessment Committee welcomes the opportunity to assist faculty. Committee membership is listed at http://www.cord.edu/dept/assessment/committee.html
• The assessment web page includes links to online resources. View the page at http://www.concordiacollege.edu/dept/assessment/index.htm

How do I submit a question for the FAQ?

Your questions are welcome! Email Kay Schneider.

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