Where Do I Begin?
- Attend a workshop.
- Ask questions of OATS team and pilot program members.
- Read and absorb material from the OATS library.
- Develop department outcomes. Work with other department members and build momentum as a team.
- Ask the question “What do you want your students to learn when they graduate?”
- Ask questions of OATS team.
- Develop individual course outcomes. Ask the question, “What do you want
- our student to learn when they complete your course?”
- Focus on output not input.
- Select specific department outcomes and assess the learner at different points throughout their education process. Sampling is ok.
- Ask questions.
- Select specific individual course outcomes and assess the learner in your course.
- Document the assessment tool in your syllabi.
- Ask the learner, “What did you learn in this course?”
- Assess the assessment, “Have you accomplished your goal?”
- Modify the assessment based on feedback.
- Have fun.
- Ask questions.
Debunking Some Misconceptions
- Hard to understand the concept. False – Attend the workshops and ask questions. Start small and build.
- Time Consumption. True – The benefits to faculty and students far outweigh the time element.
- Why should we do it? No reward. False – Students will benefit. Teachers are more effective.
- Difficult to implement. False – The pilot programs are successful.
- FAD. Will go away in 3 years. False – Middle states require it and DVC is committed to the project.
The Andrews University Six Step Model
(1) Create a Profile of the Graduate
Based upon your program mission statement, create a “Profile of a Graduate”, meaning a set of competencies that a graduate of your program is expected to possess. The competencies should be written in a student outcome format, stating the desired knowledge, skills, and attitudes (including values and beliefs) will have by graduation.
The individual profile of the graduate answers these three questions:
• What do we want our graduates to know?
• What do we want our graduates to be able to do?
• What attitudes, values and beliefs or commitments do we want our graduates to have?
The answers to these questions will be your student outcome statements, and will facilitate writing the competencies in terms of student outcomes.
(2) Determine how to assess each outcome
(3) Select assessment strategies
(4) Collect, organize, and analyze data
(5) Determine program changes needed
(6) Report assessment work
Assessment for People Who Don’t Have Enough Time to Do Assessment
Program Assessment: Where Do We Start?
(Source: Andrews University Assessment Office)