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O8, $Cameron Universityk5^In Search of Closing the Continuous Improvement Loop: Outcomes Assessment of Student Knowledge__$\M. Suzanne Clinton Associate Dean, School of Business Lisa K. Wolfe MBA Graduate Coordinator]P]8 AssessmentIdentify what we should do Measure the quality and effectiveness of our work Document what we are doing Are we doing what we should be doing? (Advisory Board) Plan how to IMPROVE what we do A five-step continuous process 9Step OneDevelop common syllabi for courses taught by various faculty Identify approximately ten core competencies for each course A core competency is the knowledge that a student must acquire to be able to complete the course successfully >Step TwoMatch core competencies to specific exam questions, writing assignments, projects, etc. Set up spreadsheets to simplify data entry Establish appropriate benchmarks? Step ThreeCollect Data Perceived knowledge Actual knowledge Compare Perceived and Actual measures to benchmark Document, document, document& 6 %Q %QA Step FourEvaluate comparisons to determine If changes are needed What specific changes are needed Document planned changes Implement changes Document actual changes Document results (this takes us back to Step Three) Z#7x#7 $>U3Step Three REVISITEDCollect Data AGAIN Perceived knowledge Actual knowledge Compare Perceived and Actual measures to benchmark AGAIN Document, document, document& 6%W%WV4Step Four REVISITEDAGAIN, evaluate comparisons to determine If changes are needed What specific changes are needed Document planned changes AGAIN Implement changes AGAIN Document actual changes AGAIN Z*7V*7 0B  Step FiveIRepeat Steps Three and Four each time a course is offered Develop trend lines Periodically review syllabi and core competencies Review syllabi and core competencies with Advisory Board As exams, written assignments and projects are revised, so too will be the core competencies and their measures The entire process is continuousJJN,,Examples of Core Competencies for Statistics-- O-Examples of Perceived Survey P.,Sample Test Questions for Core Competency #1-- Q/-Sample Test Questions for Core Competency #2. R0.Sample Test Questions for Core Competency #3 (/$ S1-Sample Test Questions for Core Competency #4.. T2&Sample of Core Competency Calculations''$C!Program Objectives>Program Objectives  educational purposes developed from an analysis of consumer needs Based on Cameron s mission Clearly stated Relatively stable over time (2-3 years) Operationalized (put in measurable terms) Basis for program planning and strategy development Faculty expectations about what is to be learned Criteria for program evaluation Basis for curriculum development and faculty selection and development *WIWID"Program StrategiesDescribe how program requirements ensure student learning experiences Clearly state which program components serve which program objectives Ensures appropriate attention is given to each objective Assessment results are used annually to evaluate and revise program strategies E#Assessment Strategies$Measurement options to be used for each objective (exam, group assignment, etc.) Students who are targeted Time lines for data collection and analysis Methods of analysis to be used on the assessment data Decision criteria to be used to formulate conclusions from the results of the analyses  $%W5Assessment Model.Essential part is the evaluative conclusions regarding student strengths and weaknesses related to program strengths and weaknesses Assessment results are used annually to evaluate each data collection and analysis method Appropriate modifications are included in the assessment plan for the next cycleX6Display of Assessment Data$Display the tables and narrative to describe assessment measures taken and number of students participating Measures must be reliable and valid Measures should tie directly to program objectivesY7.Analysis of Achievement of Objectives Assessed//$Describe how the assessment data indicated program quality Use multiple measures of program outcomes Discussion of instructional changes that occurred and their impact on the quality of the program should be includedZ8 Action PlanCList specific actions to be taken as a result of the assessment process Indicate Modifications proposed Time line for implementing changes Resource implications of the changes Changes submitted to curriculum committee must be supported with assessment data Identify instructional changes that will improve program outcomes<RZ_ZZR_]; Conclusion.Discussion Questions Thank you for coming! 8/^  ` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@(|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> (    6Hϟ "P  T Click to edit Master title style! !$  0џ "  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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"]Oh+'08U px  $0 P \ h tTom Sutherlino&Institutional Assessment and PlanningosCC:\Program Files\Microsoft Office\Templates\Blank Presentation.pot Paul Johnsonles36lMicrosoft PowerPointoso@#c@w<@ b<@ JGSg  )'    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___www4'A x(xKʦ 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