Assessment is all the rage in student affairs! We know that our programs are impacting students in a positive way, but how do we demonstrate with evidence the success of our work? Follow these four simple steps and you will understand the basics in starting an assessment plan in your field. You will learn how to set goals, design learning outcomes, collective evidence, and analyze your findings.

1. ASSESSMENT
IS ALMOST
FUN, I SWEAR
Matt W. Cummings
@mattwcummings

2. It helps tell our story

3. Of the success we bring our students

4. It provides valuable insight for improvement

5. And direction for our intended future

6. We’re Gonna Cover
Organizing an Assessment Plan

7. We’re Gonna Cover
Organizing an Assessment Plan
Writing Good Learning Outcomes

8. We’re Gonna Cover
Organizing an Assessment Plan
Writing Good Learning Outcomes
Collecting Data

9. We’re Gonna Cover
Organizing an Assessment Plan
Writing Good Learning Outcomes
Collecting Data
Interpreting Data

10. How
To
Organize
An
Assessment
Plan

11. First, start with goals

12. [Don’t use SMART Goals]

13. [They’re Boring]

14. Goals are wild,
full of vision,
contain hope,
aspirations, your heart’s
desires.
They are not
measurable,
tangible, or
realistic.

15. “There are two types of people, those
who set attainable goals that are small
and well contained. There is little risk
and little reward. All their life is spent
playing it safe. ……..

16. “….Then, there are the dreamers, the
visionaries, those who are not afraid to
fail, to learn and grow from their
mistakes, those who dream big and then
put all their energy into succeeding.”

17. Write down all
the goals for
your program
These inspire your…

18. 2

19. LEARNING OUTCOMES SHOULD
BE “SMART” USE THE:
3M’S
Measurable

20. LEARNING OUTCOMES SHOULD
BE “SMART” USE THE:
3M’S
Measurable Manageable

21. LEARNING OUTCOMES SHOULD
BE “SMART” USE THE:
3M’S
Meaningful
Measurable Manageable

22. Learning Outcomes describe the
intended results of participation

23. Start with
an action
verb!

24. Verbs ala Bloom’s Taxonomy

25. [Use the AACU Value
Rubrics as a Reference
Point]

26. ASK
Your
Self

27. Can this be measured?

28. Is learning being
demonstrated?

29. If So….

30. You’ve Got Learning Outcomes

31. Next, where does that student
learning take place?

32. 1x1s
Blogs
Journals
Surveys
Art
Reflection
Meetings
Conversation
Classroom

34. Assessment Outline
Start With Goals
Develop Learning Outcomes
List Activities Where
Learning Takes Place

36. All Moments are Data
Moments

37. Structure All Interactions Around
Learning Outcomes
One
On
One’s
Group
Meetings
Journals

38. Same
Questions
Same
Audience
Builds
Evidence

39. Structure All Interactions Around
Learning Outcomes
Quantitative is Great, but Qualitative
Digs Deep

40. (One Month After a Workshop)
Can you describe a situation in
which you applied the skills
from the leadership orientation
This workshop taught applicable
leadership skills
Strongly Agree
Agree
Disagree
Strongly Disagree
VS

41. All Moments are
Data Moments
Be Ready to
Collect

42. 4Analyze
Data

43. You have data, now
what?

44. We will
utilize the thematic analysis

45. Thematic Analysis
1. ReadYour Data
2. RereadYour Data
3. Organize Data Into Concepts
4. Label Concepts
5. Report Findings

46. Thematic Analysis
Creates labels for common
themes within the data

47. Helpful Hints
Use:
Dedoose
QDA Miner Lite

48. Helpful Hints
Use:
Dedoose
QDA Miner Lite
They’re online platforms
that will help you organize
and quantify your data

49. Cross-Refernce
Your Findings

50. Cross-Refernce
Your Findings
With NSSE, research, journals,
and other collected internal
data

51. Let’s Review

52. Assessment Outline
Start With Goals
Develop Learning Outcomes
List Activities
Collect and Interpret Data
Report Findings

53. SOURCES

54. ASSESSMENT
Got Questions?
Matt W. Cummings
@mattwcummings
matthewcummings@depauw.edu