Assessment of Student Learning in Co-Curricular Programs

 
Assessment of Student Learning
Co-Curricular Programs
 
 
 
 
 
Jo Lynn Autry Digranes
Coordinator for Assessment
Presentation Outline
 
Definition
Principles of Good Practice for Assessing
Student Learning – American Association for
Higher Education (AAHE)
Why Do We Assess? HLC Statement on
Student Learning, Assessment, and
Accreditation – Fundamental Questions
Linked to Reading Process
Assessment -- Co-Curricular Programs
 
 
 
 
 
 
 
Digranes, OCU Assessment 2014
Assessment of Student Learning
 
 
The systematic collection of
information about student learning,
using the time, knowledge,
expertise, and resources available,
in order to inform decisions about
how to improve learning.
 
Walvoord, B. E. (2004). 
 
Assessment clear and simple A practical
guide for institutions, departments, and general education
.  San
Francisco, CA:  Jossey-bass A Wiley Imprint.
 
 
Digranes, OCU Assessment 2014
 9 Principles of Good Practice for
Assessing Student Learning
 
1.
The assessment of student learning
begins with educational values.
2.
Assessment is most effective when it
reflects an understanding of learning as
multidimensional, integrated, and
revealed in performance over time.
 
American Association for Higher Education (AAHE).  Authors:  Alexander W. Astin; Trudy
W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hurchings; Theodore J.
Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas
Moran; Barbara D. Wright, 1992.
 
 
Digranes, OCU Assessment 2014
 9 Principles of Good Practice for
Assessing Student Learning
 
3.
Assessment works best when the
programs it seeks to improve have clear,
explicitly stated purposes.
4.
Assessment requires attention to
outcomes but also and equally to the
experiences that lead to those
outcomes.
 
American Association for Higher Education (AAHE).  Authors:  Alexander W. Astin;
Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hurchings;
Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E.
Thomas Moran; Barbara D. Wright, 1992.
 
 
Digranes, OCU Assessment 2014
 9 Principles of Good Practice for
Assessing Student Learning
 
5.
Assessment works best when it is
ongoing not episodic.
6.
Assessment fosters wider improvement
when representatives from across the
educational community are involved.
 
American Association for Higher Education (AAHE).  Authors:  Alexander W. Astin;
Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hurchings;
Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E.
Thomas Moran; Barbara D. Wright, 1992.
 
 
Digranes, OCU Assessment 2014
 9 Principles of Good Practice for
Assessing Student Learning
 
7.
Assessment makes a difference when it
begins with issues of use and
illuminates questions that people really
care about.
8.
Assessment is most likely to lead to
improvement when it is part of a larger
set of conditions that promote change.
 
 
American Association for Higher Education (AAHE).  Authors:  Alexander W. Astin;
Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hurchings;
Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E.
Thomas Moran; Barbara D. Wright, 1992.
 
 
Digranes, OCU Assessment 2014
 9 Principles of Good Practice for
Assessing Student Learning
 
9.
Through assessment, educators meet
responsibilities to students and to the
public.
+ 1 --  Banta, Lund, Black & Oblander, 1996:
10.
  Assessment is most effective when
undertaken in an environment that is
receptive, supportive, and enabling.
 
 
American Association for Higher Education (AAHE).  Authors:  Alexander W. Astin;
Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hurchings;
Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E.
Thomas Moran; Barbara D. Wright, 1992.
 
 
Digranes, OCU Assessment 2014
HLC Statement on Student Learning,
Assessment, and Accreditation
 
Fundamental Questions for Conversations on Student Learning
Six fundamental questions serve as prompts for conversations about student
learning and the role of assessment in affirming and improving that learning:
 
1.
How are your stated student learning outcomes appropriate to your
mission, programs, degrees, and students?
2.
What evidence do you have that students achieve your stated learning
outcomes?
3.
In what ways do you analyze and use evidence of student learning?
4.
How do you ensure shared responsibility for student learning and for
assessment of student learning?
5.
How do you evaluate and improve the effectiveness of your efforts to
assess and improve student learning?
6.
In what ways do you inform the public and other stakeholders about
what students are learning---and how well?
 
Higher Learning Commission.  (2007)  Statement on Student Learning,
Assessment and Accreditation.  HLC Website:
http://ncahlc.org/Information-for-Institutions/publications.html
 
 
 
 
 
Digranes, OCU Assessment 2014
HLC Fundamental Questions
 
How are your stated student learning
outcomes appropriate to your mission,
programs, degrees, and students?
OCU Mission Emphasis
Scholarship
Service
Culturally rich community
Moral and spiritual development
Rigorous curriculum
Effective leaders
 
 
Digranes, OCU Assessment 2014
HLC Fundamental Questions
 
What evidence do you have that students
achieve your stated learning outcomes?
Stated learning outcomes should be measureable.
Data can come from both direct and indirect
measures, but always attempt to incorporate
direct assessment.
 
 
 
Digranes, OCU Assessment 2014
HLC Fundamental Questions
 
In what ways do you analyze and use evidence
of student learning?
Use multiple measures of direct and indirect
assessment. (Grades are typically not adequate
measures.)
Do you utilize evidence for reflecting upon
program outcomes?
Do you utilize evidence for indication of student
learning?
Do you utilize evidence for planning and change?
 
 
 
 
Digranes, OCU Assessment 2014
HLC Fundamental Questions
 
How do you ensure shared responsibility for
student learning and for assessment of
student learning?
How many faculty/staff  members are involved?
How many courses/programs are assessed?
How many students are assessed?
How often are learning outcomes assessed?
Are external stakeholders involved in assessment,
such as in service learning or internships?
 
 
Digranes, OCU Assessment 2014
HLC Fundamental Questions
 
How do you evaluate and improve the
effectiveness of your efforts to assess and
improve student learning?
What is the plan for improvement, if needed?
How does the plan for improvement link to
strategic planning or budget requests?
How do you know that last year’s plans worked?
How did Readers’ recommendations impact or
improve effectiveness?
 
 
Digranes, OCU Assessment 2014
HLC Fundamental Questions
 
In what ways do you inform the public and
other stakeholders about what students are
learning---and how well?
How are students informed of assessment results?
How are internal stakeholders informed of
assessment results?
How are external stakeholders informed of
assessment results?
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
“Learning” is not exclusively classroom-based
Many valued outcomes are not taught
exclusively in the classroom
Many valued outcomes are the result of
processes outside the classroom
“Learning” is a process based on three
interdependent student experiences:
Understanding academic content and processes
Student development
Identity formation
 
 
Assessing Co-Curricular Learning PowerPoint
Robert Mundhenk,  Visiting Scholar
The Higher Learning Commission
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
Student learning in co-curricular programs
should be:
Intentional
Planned
Part of the structure of a student’s experience
Assessed
 
 
Assessing Co-Curricular Learning PowerPoint
Robert Mundhenk,  Visiting Scholar
The Higher Learning Commission
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
Traditional -- Efficiency models:
Focus on process
How well is this office/service functioning?
Focus on numbers:
Clients served
Graduation rates
Tutorial visits
Attendance at activities
Student/staff ratios
 
Example: Indiana East University
Uses frequency data to identify areas with greatest potential impact
Academic Advising
, 
Student Support Services
, and 
Athletics
 
 
 
 
Assessing Co-Curricula Learning PowerPoint
Jonathan Keiser, Seniors Officer, OASIS and Robert Mundhenk,
Visiting Scholar,  The Higher Learning Commission
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
Newer Approaches -- Effectiveness Models:
Indirect
Based on surveys and other indirect indicators (NSSE)
Often rely on student self-reporting
Tend to skew positively on outcomes, if not always on
the processes that led to them
 
Example: Saint Xavier University
Gen Ed & Student Affairs host Campus Conversation Day
Observation: “62% of our students would find it ‘Very Difficult’ to ask instructors for
help when struggling with course assignments.”
Result:  Biannual meetings to discuss first year data
 
 
 
Assessing Co-Curricula Learning PowerPoint
Jonathan Keiser, Seniors Officer, OASIS and Robert Mundhenk,
Visiting Scholar, The Higher Learning Commission
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
Newer Approaches -- Effectiveness Models:
Direct
Focuses on student performance
Can be based on observation or objective measures
Require carefully designed and consistent measuring
practices
 
Example: Drake University
Student Life Lecture Series
Topics informed by Gen Ed Outcomes
Integrated Direct Assessment Measures
Forwarded to Assessment Committee for Analysis and Communication
 
 
 
Assessing Co-Curricula Learning PowerPoint
Jonathan Keiser, Seniors Officer, OASIS and Robert Mundhenk,
Visiting Scholar,  The Higher Learning Commission
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
A Framework
University Mission Statement
Student Services Mission Statement
Mapping to Mission(s) and Levels
Program Goals and Measureable Objectives
Identify Measures
Identify “Successful Completion”
Mapping to Mission(s) and Levels
Plan Development and Implementation
Report Development
 
 
 
Some information from Azusa Pacific  University
Co-Curricular Assessment Handbook, 2010/2011
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
A Framework – The University Mission
Statement
Oklahoma City University embraces the United Methodist
tradition of scholarship and service and welcomes all
faiths in a culturally rich community dedicated to student
success. Men and women pursue academic excellence
through a rigorous curriculum focused on students’
intellectual, moral, and spiritual development to prepare
them to become effective leaders in service to their
communities.
 
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
A Framework -- University Vision
 
Oklahoma City University, a private, church-related
institution, aspires to be a premier university for
the liberal arts and the professions, with respect to:
Academic excellence that cultivates character,
Student success and welfare,
Personalized education that encourages service,
leadership, and spiritual growth,
Local community and economic development,
including
the use of global relationships, and
Cultural leadership in our community and state.
 
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
A Framework -- Student Services Mission
Statement – Overall or by Department
 
OCU Multicultural Student Affairs provides vision, leadership, coordination and
long-range planning for a comprehensive program of diversity workshops, student
leadership development, student career development, the Clara Luper Scholarship
program, the American Indian Scholars Program and the Multicultural Student
Association as well as other cultural campus organizations.  Multicultural Student
Affairs promotes understanding and appreciation of cultural diversity and fosters
positive human relations for all students, faculty and staff while paying particular
attention to the needs of student populations that may be historically
underrepresented or undeserved based on race/ethnicity, sexual orientation,
religion, gender, national origin, disability, class and age.  Multicultural Student
Affairs approaches diversity issues by expressing the importance of our
community being culturally proficient.
 
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
A Framework -- Mapping to Mission(s) & Levels
 
 
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
A Framework -- Program Goals and
Measureable Objectives
Career Services: As a result of interactions with
the Career Services Office, students and alumni
will:
Identify their skills, abilities, and strengths in order to make
knowledgeable career decisions
Have the necessary resources and skills to prepare for life-long
post-graduate experiences
 
 
 
 
Assessing Co-Curricular Learning PowerPoint
Robert Mundhenk,  Visiting Scholar
The Higher Learning Commission
 
Digranes, OCU Assessment 2014
Direct and Indirect Assessment
 
Direct assessment
 involves an analysis of
products or behaviors that demonstrate the
extent of students’ mastery of learning
outcomes.
Indirect assessment 
involves people’s
opinions, and these opinions can richly
supplement what is learned in direct
assessment studies.
 
Allen, M. J.  (2006
).  Assessing general
education programs
.  San Francisco, CA:
Jossey-Bass, A Wiley Imprint
.
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
Direct
Student Artifact/Special Projects
Student Demonstration
Exam
Portfolio
Case Studies
 
 
 
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
Indirect
Surveys – Students, alumni, employers, and other
external constituents
Interviews
Focus Groups
Retention Rates
Graduation Rates
Employment/Placement Rates
Student research activities
Honors, awards, scholarships, and other forms of
public recognition earned by students and alumni
 
 
 
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
Indirect Examples from OCU NSSE Survey
Career Services “Talked about career plans with a faculty member or
advisor”
»
Significantly  higher for Freshmen T 2.50 than US NEWS Top Ten
(2.25), Carnegie Class (2.24), and NSSE 2012 (2.23)
»
For Seniors at 2.58 higher than Carnegie (2.67) and NSSE 2012
(2.44)  and lower than US NEWS Top Ten (2.67)
Religious Life “Participated in activities to enhance your spirituality
(worship, meditation, prayer, etc.)”
»
Significantly higher for Freshmen AT 2:60  than US NEWS Top Ten
(2.20), Carnegie Class (2.05), and NSSE 2012 (2.06)
»
For Seniors at 2.37 was significantly higher than US NEWS Top Ten
(2.13), Carnegie Class (2.13), and NSSE 2012 (2.14)
 
 
 
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
Indirect Examples from OCU NSSE Survey
Study Abroad “Study Abroad”
»
Was higher for Freshmen at .04 than US NEWS Top
Ten (.02) and NSSE 2012 (.03); same as Carnegie
Class at .04
»
For Seniors at .12 was significantly lower than US
NEWS Top Ten (.33), same as Carnegie Class, and
lower than NSSE 2012 (.14)
 
 
 
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
A Framework -- Identify “Successful Completion”
80% of eligible students will participate
85% will pass exam on content area presented
90% will rate the University in a specific area on a survey at good or
excellent
All students will score at Level 4 or 5 on a rubric measuring leadership
skills (with 5 being highest)
University students will surpass scores on survey questions related to
mission as compared to peer and/or benchmark institutions
All agencies at which students perform service learning activities will
rate satisfaction at Level 4 or 5 (with 5 being highest)
 
 
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
A Framework -- Mapping to Mission(s) & Levels
 
Can also do this for various departments within Student
 
Services – mapping back to Student Services Mission – or
 
mapping goals/objectives to departmental mission
 
 
 
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
A Framework -- Plan Development and
Implementation
 
All co-curricular offices are expected to develop an
 
Overall Assessment Plan—a written plan that out-
 
lines how the office intends to assess its stated
 
outcomes/goals. The Overall Plan serves as a
 
“catalog,” listing all the office outcomes/goals,
 
where they are addressed, the intended assess-
 
ment methods (measures), and how often each
 
outcome/goal is assessed. The overall plan is con-
 
structed once and updated based on assessment
 
feedback (data/evidence).
 
 
Some information from Azusa Pacific  University
Co-Curricular Assessment Handbook, 2010/2011
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
A Framework -- Plan Development and
Implementation
 
The outcomes/goals might have many
 
measures, but you do not need to use
 
every measure every year. Some measures
 
might only be used once every two years.
 
 
Some information from Azusa Pacific  University
Co-Curricular Assessment Handbook, 2010/2011
 
Digranes, OCU Assessment 2014
Assessment of Co-Curricular Programs
 
A Framework -- Report Development
Annual Report on Assessment of Student Learning in Co-Curricular Programs.
Each student learning outcome and program goal assessed during the past year
must contain the following:
Summary of Findings
—what you learned.
Recommendations
—the actions taken or planned based on the assessment evidence.
Reflections/ Notes
—the lessons learned (about the program, assessment, etc.).
Acceptable Target Achievement
—indications of whether the acceptable target results defined in
the Annual Plan were met, not met, or exceeded.
Ideal Target Achievement
—choose whether you are moving way from, approaching, or
exceeding your ideal target.
Substantiating Evidence
—include documents that will help support your findings.
 
Forms to be developed
Feedback process to be developed
Due dates to be developed
 
 
Some information from Azusa Pacific  University
Co-Curricular Assessment Handbook, 2010/2011
 
Digranes, OCU Assessment 2014
Questions?
 
 
 
Thank You!
Thank You!
Digranes, OCU Assessment 2014
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This content discusses the importance of assessing student learning in co-curricular programs and outlines principles of good practice for effective assessment. It highlights the systematic collection of information to make informed decisions for enhancing learning outcomes. Key points include the role of educational values, multidimensional understanding of learning, clear program purposes, ongoing assessment, and community involvement for improvement. Various resources and references provide insights into the assessment process for better educational outcomes.


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  1. Assessment of Student Learning Co-Curricular Programs Jo Lynn Autry Digranes Coordinator for Assessment

  2. Presentation Outline Definition Principles of Good Practice for Assessing Student Learning American Association for Higher Education (AAHE) Why Do We Assess? HLC Statement on Student Learning, Assessment, and Accreditation Fundamental Questions Linked to Reading Process Assessment -- Co-Curricular Programs Digranes, OCU Assessment 2014

  3. Assessment of Student Learning The systematic collection of information about student learning, using the time, knowledge, expertise, and resources available, in order to inform decisions about how to improve learning. Walvoord, B. E. (2004). Assessment clear and simple A practical guide for institutions, departments, and general education. San Francisco, CA: Jossey-bass A Wiley Imprint. Digranes, OCU Assessment 2014

  4. 9 Principles of Good Practice for Assessing Student Learning 1. The assessment of student learning begins with educational values. 2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. American Association for Higher Education (AAHE). Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hurchings; Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright, 1992. Digranes, OCU Assessment 2014

  5. 9 Principles of Good Practice for Assessing Student Learning 3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. 4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. American Association for Higher Education (AAHE). Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hurchings; Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright, 1992. Digranes, OCU Assessment 2014

  6. 9 Principles of Good Practice for Assessing Student Learning 5. Assessment works best when it is ongoing not episodic. 6. Assessment fosters wider improvement when representatives from across the educational community are involved. American Association for Higher Education (AAHE). Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hurchings; Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright, 1992. Digranes, OCU Assessment 2014

  7. 9 Principles of Good Practice for Assessing Student Learning 7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. 8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. American Association for Higher Education (AAHE). Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hurchings; Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright, 1992. Digranes, OCU Assessment 2014

  8. 9 Principles of Good Practice for Assessing Student Learning 9. Through assessment, educators meet responsibilities to students and to the public. + 1 -- Banta, Lund, Black & Oblander, 1996: 10. Assessment is most effective when undertaken in an environment that is receptive, supportive, and enabling. American Association for Higher Education (AAHE). Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hurchings; Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright, 1992. Digranes, OCU Assessment 2014

  9. Higher Learning Commission HLC Statement on Student Learning, Assessment, and Accreditation Fundamental Questions for Conversations on Student Learning Six fundamental questions serve as prompts for conversations about student learning and the role of assessment in affirming and improving that learning: 1. How are your stated student learning outcomes appropriate to your mission, programs, degrees, and students? What evidence do you have that students achieve your stated learning outcomes? In what ways do you analyze and use evidence of student learning? How do you ensure shared responsibility for student learning and for assessment of student learning? How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning? In what ways do you inform the public and other stakeholders about what students are learning---and how well? Higher Learning Commission. (2007) Statement on Student Learning, Assessment and Accreditation. HLC Website: http://ncahlc.org/Information-for-Institutions/publications.html 2. 3. 4. 5. 6. Digranes, OCU Assessment 2014

  10. HLC Fundamental Questions How are your stated student learning outcomes appropriate to your mission, programs, degrees, and students? OCU Mission Emphasis Scholarship Service Culturally rich community Moral and spiritual development Rigorous curriculum Effective leaders Digranes, OCU Assessment 2014

  11. HLC Fundamental Questions What evidence do you have that students achieve your stated learning outcomes? Stated learning outcomes should be measureable. Data can come from both direct and indirect measures, but always attempt to incorporate direct assessment. Digranes, OCU Assessment 2014

  12. HLC Fundamental Questions In what ways do you analyze and use evidence of student learning? Use multiple measures of direct and indirect assessment. (Grades are typically not adequate measures.) Do you utilize evidence for reflecting upon program outcomes? Do you utilize evidence for indication of student learning? Do you utilize evidence for planning and change? Digranes, OCU Assessment 2014

  13. HLC Fundamental Questions How do you ensure shared responsibility for student learning and for assessment of student learning? How many faculty/staff members are involved? How many courses/programs are assessed? How many students are assessed? How often are learning outcomes assessed? Are external stakeholders involved in assessment, such as in service learning or internships? Digranes, OCU Assessment 2014

  14. HLC Fundamental Questions How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning? What is the plan for improvement, if needed? How does the plan for improvement link to strategic planning or budget requests? How do you know that last year s plans worked? How did Readers recommendations impact or improve effectiveness? Digranes, OCU Assessment 2014

  15. HLC Fundamental Questions In what ways do you inform the public and other stakeholders about what students are learning---and how well? How are students informed of assessment results? How are internal stakeholders informed of assessment results? How are external stakeholders informed of assessment results? Digranes, OCU Assessment 2014

  16. Assessment of Co-Curricular Programs Learning is not exclusively classroom-based Many valued outcomes are not taught exclusively in the classroom Many valued outcomes are the result of processes outside the classroom Learning is a process based on three interdependent student experiences: Understanding academic content and processes Student development Identity formation Assessing Co-Curricular Learning PowerPoint Robert Mundhenk, Visiting Scholar The Higher Learning Commission Digranes, OCU Assessment 2014

  17. Assessment of Co-Curricular Programs Student learning in co-curricular programs should be: Intentional Planned Part of the structure of a student s experience Assessed Assessing Co-Curricular Learning PowerPoint Robert Mundhenk, Visiting Scholar The Higher Learning Commission Digranes, OCU Assessment 2014

  18. Assessment of Co-Curricular Programs Traditional -- Efficiency models: Focus on process How well is this office/service functioning? Focus on numbers: Clients served Graduation rates Tutorial visits Attendance at activities Student/staff ratios Example: Indiana East University Uses frequency data to identify areas with greatest potential impact Academic Advising, Student Support Services, and Athletics Assessing Co-Curricula Learning PowerPoint Jonathan Keiser, Seniors Officer, OASIS and Robert Mundhenk, Visiting Scholar, The Higher Learning Commission Digranes, OCU Assessment 2014

  19. Assessment of Co-Curricular Programs Newer Approaches -- Effectiveness Models: Indirect Based on surveys and other indirect indicators (NSSE) Often rely on student self-reporting Tend to skew positively on outcomes, if not always on the processes that led to them Example: Saint Xavier University Gen Ed & Student Affairs host Campus Conversation Day Observation: 62% of our students would find it Very Difficult to ask instructors for help when struggling with course assignments. Result: Biannual meetings to discuss first year data Assessing Co-Curricula Learning PowerPoint Jonathan Keiser, Seniors Officer, OASIS and Robert Mundhenk, Visiting Scholar, The Higher Learning Commission Digranes, OCU Assessment 2014

  20. Assessment of Co-Curricular Programs Newer Approaches -- Effectiveness Models: Direct Focuses on student performance Can be based on observation or objective measures Require carefully designed and consistent measuring practices Example: Drake University Student Life Lecture Series Topics informed by Gen Ed Outcomes Integrated Direct Assessment Measures Forwarded to Assessment Committee for Analysis and Communication Assessing Co-Curricula Learning PowerPoint Jonathan Keiser, Seniors Officer, OASIS and Robert Mundhenk, Visiting Scholar, The Higher Learning Commission Digranes, OCU Assessment 2014

  21. Assessment of Co-Curricular Programs A Framework University Mission Statement Student Services Mission Statement Mapping to Mission(s) and Levels Program Goals and Measureable Objectives Identify Measures Identify Successful Completion Mapping to Mission(s) and Levels Plan Development and Implementation Report Development Some information from Azusa Pacific University Co-Curricular Assessment Handbook, 2010/2011 Digranes, OCU Assessment 2014

  22. Assessment of Co-Curricular Programs A Framework The University Mission Statement Oklahoma City University embraces the United Methodist tradition of scholarship and service and welcomes all faiths in a culturally rich community dedicated to student success. Men and women pursue academic excellence through a rigorous curriculum focused on students intellectual, moral, and spiritual development to prepare them to become effective leaders in service to their communities. Digranes, OCU Assessment 2014

  23. Assessment of Co-Curricular Programs A Framework -- University Vision Oklahoma City University, a private, church-related institution, aspires to be a premier university for the liberal arts and the professions, with respect to: Academic excellence that cultivates character, Student success and welfare, Personalized education that encourages service, leadership, and spiritual growth, Local community and economic development, including the use of global relationships, and Cultural leadership in our community and state. Digranes, OCU Assessment 2014

  24. Assessment of Co-Curricular Programs A Framework -- Student Services Mission Statement Overall or by Department OCU Multicultural Student Affairs provides vision, leadership, coordination and long-range planning for a comprehensive program of diversity workshops, student leadership development, student career development, the Clara Luper Scholarship program, the American Indian Scholars Program and the Multicultural Student Association as well as other cultural campus organizations. Multicultural Student Affairs promotes understanding and appreciation of cultural diversity and fosters positive human relations for all students, faculty and staff while paying particular attention to the needs of student populations that may be historically underrepresented or undeserved based on race/ethnicity, sexual orientation, religion, gender, national origin, disability, class and age. Multicultural Student Affairs approaches diversity issues by expressing the importance of our community being culturally proficient. Digranes, OCU Assessment 2014

  25. Assessment of Co-Curricular Programs A Framework -- Mapping to Mission(s) & Levels Assessment of General Education Goals by Method and Level of Learning General Education Goal Introduction at Basic Level of Learning Development/Enhancement Level of Learning Mastery Level of Learning SS Department/Goal Timeline SS Department/Goal Timeline SS Department/Goal Timeline 1. Develop fundamental thinking skills, including the ability to critique, analyze, solve problems creatively, and both discover and effectively use information. Student Government Association 2. Acquire a broad base of knowledge, including the arts, history, languages, literature, mathematics, philosophy, religion, and both the natural and social sciences. Multicultural Student Affairs 3. Acquire the capacity to communicate well, orally and in writing, both personally and publicly. Career Services 4. Cultivate the capacity to recognize and reflect upon ethical issues. Religious Life 5. Use their knowledge and skills to assist others in our wider communities. Service Learning 6. Be exposed to cultural perspectives other than the students own. Study Abroad Digranes, OCU Assessment 2014

  26. Assessment of Co-Curricular Programs A Framework -- Program Goals and Measureable Objectives Career Services: As a result of interactions with the Career Services Office, students and alumni will: Identify their skills, abilities, and strengths in order to make knowledgeable career decisions Have the necessary resources and skills to prepare for life-long post-graduate experiences Assessing Co-Curricular Learning PowerPoint Robert Mundhenk, Visiting Scholar The Higher Learning Commission Digranes, OCU Assessment 2014

  27. Direct and Indirect Assessment Direct assessment involves an analysis of products or behaviors that demonstrate the extent of students mastery of learning outcomes. Indirect assessment involves people s opinions, and these opinions can richly supplement what is learned in direct assessment studies. Allen, M. J. (2006). Assessing general education programs. San Francisco, CA: Jossey-Bass, A Wiley Imprint. Digranes, OCU Assessment 2014

  28. Assessment of Co-Curricular Programs Direct Student Artifact/Special Projects Student Demonstration Exam Portfolio Case Studies Digranes, OCU Assessment 2014

  29. Assessment of Co-Curricular Programs Indirect Surveys Students, alumni, employers, and other external constituents Interviews Focus Groups Retention Rates Graduation Rates Employment/Placement Rates Student research activities Honors, awards, scholarships, and other forms of public recognition earned by students and alumni Digranes, OCU Assessment 2014

  30. Assessment of Co-Curricular Programs Indirect Examples from OCU NSSE Survey Career Services Talked about career plans with a faculty member or advisor Significantly higher for Freshmen T 2.50 than US NEWS Top Ten (2.25), Carnegie Class (2.24), and NSSE 2012 (2.23) For Seniors at 2.58 higher than Carnegie (2.67) and NSSE 2012 (2.44) and lower than US NEWS Top Ten (2.67) Religious Life Participated in activities to enhance your spirituality (worship, meditation, prayer, etc.) Significantly higher for Freshmen AT 2:60 than US NEWS Top Ten (2.20), Carnegie Class (2.05), and NSSE 2012 (2.06) For Seniors at 2.37 was significantly higher than US NEWS Top Ten (2.13), Carnegie Class (2.13), and NSSE 2012 (2.14) Digranes, OCU Assessment 2014

  31. Assessment of Co-Curricular Programs Indirect Examples from OCU NSSE Survey Study Abroad Study Abroad Was higher for Freshmen at .04 than US NEWS Top Ten (.02) and NSSE 2012 (.03); same as Carnegie Class at .04 For Seniors at .12 was significantly lower than US NEWS Top Ten (.33), same as Carnegie Class, and lower than NSSE 2012 (.14) Digranes, OCU Assessment 2014

  32. Assessment of Co-Curricular Programs A Framework -- Identify Successful Completion 80% of eligible students will participate 85% will pass exam on content area presented 90% will rate the University in a specific area on a survey at good or excellent All students will score at Level 4 or 5 on a rubric measuring leadership skills (with 5 being highest) University students will surpass scores on survey questions related to mission as compared to peer and/or benchmark institutions All agencies at which students perform service learning activities will rate satisfaction at Level 4 or 5 (with 5 being highest) Digranes, OCU Assessment 2014

  33. Assessment of Co-Curricular Programs A Framework -- Mapping to Mission(s) & Levels Can also do this for various departments within Student Services mapping back to Student Services Mission or mapping goals/objectives to departmental mission Assessment of General Education Goals by Method and Level of Learning General Education Goal Introduction at Basic Level of Learning SS Department/Goal Student Government Association Development/Enhancement Level of Learning SS Department/Goal Mastery Level of Learning SS Department/Goal Timeline Timeline Timeline 1. Develop fundamental thinking skills, including the ability to critique, analyze, solve problems creatively, and both discover and effectively use information. 2. Acquire a broad base of knowledge, including the arts, history, languages, literature, mathematics, philosophy, religion, and both the natural and social sciences. 3. Acquire the capacity to communicate well, orally and in writing, both personally and publicly. Multicultural Student Affairs Career Services 4. Cultivate the capacity to recognize and reflect upon ethical issues. 5. Use their knowledge and skills to assist others in our wider communities. Religious Life Service Learning 6. Be exposed to cultural perspectives other than the students own. Study Abroad Digranes, OCU Assessment 2014

  34. Assessment of Co-Curricular Programs A Framework -- Plan Development and Implementation All co-curricular offices are expected to develop an Overall Assessment Plan a written plan that out- lines how the office intends to assess its stated outcomes/goals. The Overall Plan serves as a catalog, listing all the office outcomes/goals, where they are addressed, the intended assess- ment methods (measures), and how often each outcome/goal is assessed. The overall plan is con- structed once and updated based on assessment feedback (data/evidence). Some information from Azusa Pacific University Co-Curricular Assessment Handbook, 2010/2011 Digranes, OCU Assessment 2014

  35. Assessment of Co-Curricular Programs A Framework -- Plan Development and Implementation The outcomes/goals might have many measures, but you do not need to use every measure every year. Some measures might only be used once every two years. Some information from Azusa Pacific University Co-Curricular Assessment Handbook, 2010/2011 Digranes, OCU Assessment 2014

  36. Assessment of Co-Curricular Programs A Framework -- Report Development Annual Report on Assessment of Student Learning in Co-Curricular Programs. Each student learning outcome and program goal assessed during the past year must contain the following: Summary of Findings what you learned. Recommendations the actions taken or planned based on the assessment evidence. Reflections/ Notes the lessons learned (about the program, assessment, etc.). Acceptable Target Achievement indications of whether the acceptable target results defined in the Annual Plan were met, not met, or exceeded. Ideal Target Achievement choose whether you are moving way from, approaching, or exceeding your ideal target. Substantiating Evidence include documents that will help support your findings. Forms to be developed Feedback process to be developed Due dates to be developed Some information from Azusa Pacific University Co-Curricular Assessment Handbook, 2010/2011 Digranes, OCU Assessment 2014

  37. Questions? Thank You! Digranes, OCU Assessment 2014

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