UNC Eshelman School of Pharmacy at 2011 Assessment Institute in Indianapolis, IN

1. 2011
ASSESSMENT INSTITUTE
OCTOBER 30-NOVEMBER 1
INDIANAPOLIS, IN
A my Sl o a n e
A s s e ssmen t
C o o rdi nator
Of fi ce o f
A s s essme nt
U N C E s h e lman
Sc h o o l o f
P h a rm ac y

2. 7 COMMON MISPERCEPTIONS
ABOUT ASSESSMENT
1. We’re doing just fine without it.
2. We’re already doing it.
3. We’re far too busy to do it.
4. The most important things can’t/shouldn’t be
measured.
5. We’d need more staff and lots more money.
6. They’ll use the results against us.
7. No one will care about or use what we find.

3. 7 COMMON MISPERCEPTIONS
ABOUT ASSESSMENT
AND 7 REASONABLE RESPONSES
1. We’re doing just fine without it.
 OK, then let’s use assessment to find out what works, and to help
us document and build on our successes.
2. We’re already doing it.
 OK, then let’s audit all the assessments we already do to discover
what we know and what we don’t.
3. We’re far too busy to do it.
 OK, then let’s audit all the assessments we already do to discover
what we know and what we don’t.
4. The most important things can’t/shouldn’t be
measured.
 And not everything measurable should be measured, but let’s see
if we can agree on how we can tell when we’re succeeding in these
most important things.

4. 7 COMMON MISPERCEPTIONS
ABOUT ASSESSMENT
AND 7 REASONABLE RESPONSES
5. We’d need more staff and lots more money.
 Since we're unlikely to get more resources: how, what, and where
can we piggyback, embed, and substitute?
6. They’ll use the results against us.
 They might. So, let’s build in strong safeguards against misuse
before we agree to assess.
7. No one will care about or use what we find .
 To avoid that, let's agree not to do any assessments without a firm
commitment from stakeholders to use the results.

5. PRE-INSTITUTE WORKSHOP:
ASSESSMENT 101
 Arizona State University’s Assessment Handbook:
5 Steps to Effective Program Assessment

6. PRE-INSTITUTE WORKSHOP:
ASSESSMENT 101
Planning Assessment:
 Consider the institutional, school, program mission statements
 Consider program goals
 Consider program learning outcomes
 Identify measures for each outcome
 Identify performance criteria for each measure
 Identify a sampling strategy for each measure

7. SESSIONS
 Assessment & the Promise of the Degree Profile
 Assessment & Improvement: Rethinking Faculty Involvement
 Doing Assessment as if Learning Matter s Most: Engaging Faculty &
Students with Simple, Practical, Power ful Techniques
 Institutional Transparency of Student Learning Outcome
Assessment: A Framework
 Valuing People Through an Improved Process for Student Evaluation
of Teaching
 The Measuring Quality Inventor y
 Building a Culture of Improved Learning, Student Engagement,
Communication, and Assessment Using Rubrics
 Assessing Assessment: Taking Stock of Your Own Campus

8. KEY TAKE HOME POINTS/IDEAS
 Create a culture of assessment based on evidence
within the UNC Eshelman School of Pharmacy
 Provide institutional leadership
 Engage stakeholders, faculty, staff, and students
 Develop and share a common assessment language
 Establish trust
 Build shared and valued goals and motivation

9. KEY TAKE HOME POINTS/IDEAS
 Of fice of Assessment and Center for Educational Excellence
in Pharmacy should collaborate to provide opportunities for
faculty to connect assessment to teaching and learning
 Program Assessment Handbook and “The 5 Steps to Ef fective
Program Assessment” will be a valuable resource to us in
curricular transformation ef forts
 Create useable and transparent program learning outcomes;
consider rubrics and/or degree profiling tools; post on Of fice
of Assessment website
 Use and communicate assessment results faculty and
students to enhance teaching and learning experiences

10. ONLINE RESOURCES
 www.learningoutcomesassessment.org
 www.air web.org/measuringquality
 www.theideacenter.org
 www.taskstream.com
 www.luminafoundation.org
 www.irubric.com
 assessment.tamu.edu