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Help! We Have Assessment Data October 2009

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The focus of assessment has permeated our lives and, in that, we have been on a mission to collect data to demonstrate students are learning. So now what? Was the data collected as useful as you thought it would be? Did you or your faculty change their courses, programs, or teaching strategies based on the data? Join us to discuss if what we collect is chaos or making a difference. Presenters: Gil Linne, Dean, College of Social Sciences, University of Phoenix (AZ), and Beth Patton, Associate Dean, College of Natural Sciences, University of Phoenix (AZ).

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Help! We Have Assessment Data October 2009

  1. 1. HELP! WE HAVE ASSESSMENT DATA Beth Patton, Associate Dean College of Natural Science Gil Linne, Dean College of Social Science
  2. 2. PROGRAM EXAMPLES <ul><li>HEALTH </li></ul><ul><li>ADMINISTRATION </li></ul><ul><li>MASTER OF SCIENCE IN COUNSELING DEGREE </li></ul>
  3. 3. HEALTH ADMINISTRATION PROGRAM OUTCOMES ASSESSMENT DATA CURRICULUM CHANGE
  4. 4. ASSESSMENT DATA MEASURES <ul><li>Identified six program outcomes and specific performance criteria for each outcome </li></ul><ul><li>Three measures were selected to assess each program outcome </li></ul>GRADES ASSIGNMENTS STUDENT/ALUMNI SURVEY
  5. 5. COURSE GRADES <ul><li>Six courses best aligned to program outcomes </li></ul><ul><li>Course grades reflect the faculty perspective of student performance and learning </li></ul><ul><li>Course grades are a quasi-direct measure of learning </li></ul>
  6. 6. COURSE GRADE SCORES
  7. 7. COURSE ASSIGNMENTS <ul><li>Six specific assignments were identified as closely aligning with each program outcome </li></ul><ul><li>Assignment grades also reflect the faculty perspective of student learning </li></ul><ul><li>Assignment grades are considered a direct measure of learning </li></ul>
  8. 8. COURSE ASSIGNMENT SCORES
  9. 9. STUDENT OUTCOMES SURVEY <ul><li>Survey provides information on the student perception of program effectiveness </li></ul><ul><li>Survey reflected the performance criteria for each outcome </li></ul><ul><li>Survey initially sent to 267 recent MHA graduates </li></ul><ul><li>Response rate of 20.6 % </li></ul><ul><li>Survey will also be embedded in the capstone course </li></ul>
  10. 10. STUDENT SURVEY DATA
  11. 11. COUNSELING ASSESSMENT
  12. 12. COGNITIVE MEASURES. <ul><li>Counselor Preparation Comprehensive Examination (CPCE) </li></ul><ul><li>Measures a student’s knowledge of counseling content </li></ul><ul><li>Program Benchmark – 75 </li></ul>
  13. 14. AFFECTIVE MEASURES <ul><li>Academic Alignment Review Process (AARP) Student Survey </li></ul><ul><li>Students respond to questions related to – </li></ul><ul><ul><li>Alignment of objectives </li></ul></ul><ul><ul><li>Effectives of learning content </li></ul></ul><ul><ul><li>Effectiveness of Instruction </li></ul></ul>
  14. 16. PERFORMANCE MEASURES <ul><li>Measurement of clinical performance determined by- </li></ul><ul><ul><li>Site supervision evaluations of practicum </li></ul></ul><ul><ul><li>Internship performance evaluations </li></ul></ul>
  15. 18. ASSESSMENT DATA <ul><li>SO NOW WE HAVE DATA – WHAT NEXT? </li></ul>
  16. 19. DISCUSSION <ul><li>POINT OF ASSESSMENT IS TO BEGIN DISCUSSING THE FINDINGS…………. </li></ul><ul><ul><li>What should we be looking at? </li></ul></ul><ul><ul><li>What needs further review? </li></ul></ul>

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