Strategies for Implementing Program-Level Assessment through Blackboard Outcomes
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Faced with increasing needs to provide assessment information to accreditors and to drive continuous program improvement, American International College adopted Blackboard Outcomes. This presentation will focus on strategies for supporting the system to scale with limited resources. We will share our team-based approach that included faculty, administrators, and IT professionals. Also included will be a discussion of moving from subject-specific outcomes measurement to broad-based general education assessment with common rubrics and goals.
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Strategies for Implementing Program-Level Assessment through Blackboard Outcomes
- 1. Strategies for Implementing Program-Level Assessment through Outcomes Jeremy Anderson Manager, Academic Computing Dr. Kaitlin Walsh Instructional Designer/Technologist American International College
- 2. About American International College
- 3. Who are you? • Faculty, staff, administration? • What is your experience using Outcomes? – No experience – Heard of it – Investigated it – Adopted it • Three burning questions?
- 5. Program Assessment Needs to Be: • Systemic • Sustainable • And…
- 6. Systematic
- 8. Assessment at AIC President Provost Institutional Effectiveness Deans & Departments Senate Assessment Committee Faculty Secretary* EVP Administration IT
- 9. Working Across the Organization Assessment Committee Working Group Pilot
- 10. Methods to Scale - Preparation
- 11. Getting the Framework in Place External Feedback • Assessment Plan Template • Program Review Schedule • Assessment Calendar Internal Planning • Other adopters • Bb Consulting
- 13. Develop outcomes Assessment Plan & Bb Outcomes Gather Evidence & Evaluate Analyze & Discuss Improve Instruction Fall SpringSum/Fall Next AY Assessment Calendar
- 14. Institutional Support • Assessment Day (2) • Assessment Hour (1) • ½ position to support Outcomes
- 15. Methods to Scale - Adoption
- 16. Questions for New Adopters – Readiness Check 1. Do you have an assessment lead? 2. Are your goals ready? 3. Are your assignments ready? 4. Are your rubrics ready? 5. What is your assessment calendar? a. Frequency of each goal b. Frequency of full cycle
- 17. Questions for New Adopters – Operational Decisions 1. What is your collection period? 2. Who will complete evaluation sessions? How many must complete evaluations? 3. What sampling level will you require? 4. Will you need to keep samples of student work with your reports?
- 18. Starting Small Undergraduate Psych • All outcomes • 1 course • Capstone assignment • Independent evaluator • Department rubric MBA • 2 outcomes • 2 courses (1 o/c) • Milestone assignments • Independent evaluators • AAC&U Value rubric • Department rubric
- 19. Training • Introductory section for faculty and chairs in several prospective departments • One-on-one training with individual assessment coordinators in pilot departments • Reconvened for follow-up training • Next step: documentation
- 20. Roles – What Can They Do? Alignments Goals Surveys Rubrics Evidence Collection System Administrator Add Remove Create Edit Delete Create Edit Delete Create Edit Delete Create Edit Delete Assessment Administrator Add Create Edit Delete Create Edit Delete Create Edit Delete Create Edit Delete Assessment Manager None Run Reports None None Create Edit Delete Rubric Manager None Read-Only None Create Edit Delete None Survey Author None Read-Only Create Edit Delete None None Goals Manager None Create Edit Delete None None None
- 21. Roles – What Can They See? Admin Tab Outcomes Tab Outcomes Dashboard Surveys System Administrator Yes Yes All All Assessment Administrator Yes Yes All Only their own Assessment Manager No Yes Goals & Assessments Organizations None Rubric Manager No No No No Survey Author No No No Only their own Goals Manager Yes No No No
- 22. Caveat – Class and Program Size • AIC’s class and program sizes are generally very small, therefore no need to limit sample size when evaluating outcomes. – Also no real need to make evaluations anonymous - instructor often involved in evaluation • Small program sizes also impact outcomes planning – Limits to number of outside evaluators and assessment coordinators Source: US News & World Report
- 23. Things We Considered (But Didn’t Adopt Yet) • Help Desk Ticket to submit Outcomes changes • Organization to distribute reports • Having faculty input own outcomes
- 25. General Education at AIC • Largely in flux • Writing Intensive Courses • Shared rubric for Title III • AAC&U’s VALUE Rubrics
- 26. Pilot • COM2200 – Information & Technology • Writing Intensive Course • 4 sections, 3 faculty, 2 evaluators
- 27. Next Steps • Develop anchor set • Train on the rubric • Include other WICs
- 28. Next Steps & Lessons Learned
- 29. Building on What We Have • New programs • Assessment Hours throughout the year • Expanding within departments • ½-time position
- 30. Lessons Learned – Standardize Everything!
- 31. Lessons Learned – Rubric Design
- 32. More on Reports • Depending on the type of data you need, you may need to adjust your reports. – Convert rows to columns – Cleanup for SPSS – May be no problem for some faculty – Need different data? Submit an enhancement request
- 33. Lessons Learned – Assignment Submission • Needed to train some faculty on collecting assignments in Bb • No direct submit • No multiple attempts • Group assignments not recommended
- 34. Unexpected benefit! Using outcomes rubrics motivated faculty to explore the use of Blackboard’s rubric tool within their own courses.
- 35. Questions? THANK YOU! Jeremy Anderson jeremy.anderson@aic.edu Kaitlin Walsh kaitlin.walsh@aic.edu