Assessment 101 Brandon Smith, Residence Life & Education Coordinator, Ryerson University Lesley D'Souza, Student Life Programs Coordinator, Ryerson University Assessment is something that our work — planning, implementation, engagement and support — requires, but do we know what this means, what it is used for, and why this is important? Join the #RyersonSA Assessment PD committee to learn a shared understanding of Assessment for the work we do in Student Affairs. Connecting Meaning to Purpose: RyersonSA PD Conference 2015

2. Introduction
Who are we?
Lesley D’Souza
Coordinator – Student Life Programs
Brandon Smith
Coordinator – Residence Life & Education
Who are you?

3. Agenda
1. How does Assessment apply to
our work?
2. Outcomes
a) Scope of our work
b) Satisfaction
c) Learning Outcomes
3. Writing Learning Outcomes
4. Learning Theories and
Taxonomies
a) Bloom's Taxonomy
b) Kolb's Experiential Learning
Cycle
5. Assessment Tools
6. Assessment Cycle

4. Session Learning Outcomes
By participating in this session, #RyersonSA will:
learn a shared understanding of Assessment terms and definitions;
be able to develop a tangible Learning Outcome to evaluate and
assess work they are currently doing;
be able to identify 3 assessment tools and resources;
be able to describe the elements of the Assessment Cycle;
and be able to differentiate between Bloom's cognitive domains.

5. How does Assessment
apply to our
work?

6. Things we assess
Scope of our work
User Satisfaction
Learning Outcomes

7. Writing a Meaningful Outcome
What are the components of a good outcome?
What are you trying to assess?
Measurable
Meaningful and useful
How will achievement be measured or identified?

8. Writing a Meaningful Outcome
As a result of participating in _______________
student will be able to (SWiBAT): Bloom’s Action
Verb + Condition (As a result of) +possible
measurement + timeframe
Brandon to bring ex and template.

9. Examples of Outcomes Using Bloom’s
Bloom’s Level Goal
KNOWLEDGE Student staff can list 4 academic resources on campus
COMPREHENSION Student Staff can describe Chickering’s 7 Vectors
APPLICATION Student can apply knowledge of active listening to a roommate
conflict
ANALYSIS Students are able to determine priorities through an analysis of
their upcoming tasks
EVALUATION Student staff are able to determine the best approach to handling
a situation based on the role play exercise at the end of the
training session
CREATION Students can create a campaign to raise awareness of mental
health issues.

10. Kolb’s Cycle
Concrete
Experience
(Doing)
Reflective
Observation
(Reviewing)
Abstract
Conceptuali
zation
(Thinking)
Active
Experimenta
tion
(Testing)

11. Planning Your Assessment
Why?
What?
Who?
How?
Ethics
Results

12. Types of Assessment
Formative
Summative

13. Think, Pair, Share
What assessment tools do you use in your
department?
Write an outcome

14. Assessment Tools
What’s in your toolbox?

15. Data Analysis Tools
Quantitative
Direct comparisons, Bench Marking
Qualitative
Rubrics
Content Analysis

16. Assessment Cycle
Establish
Learning
Outcomes
Provide
Learning
Opportunities
Assess
Student
Learning
Use results
for
improvement
Mission,
Vision,
Strategic
Documents

17. 1 Minute Paper Activity
Using a piece of paper, write a learning outcome
as though you were co-presenting this session
to your team
On the same sheet of paper write down one
thing that remains unclear “Your Murky Moment”