Produced by Clemson University's Office of Institutional Effectiveness and Assessment (revised 5/2/2017)
QuickStartAssessment
TrainingSelf-paced training in Assessment Basics and Weave®
www.clemson.edu/assessment/resources/
Review howassessment is
structured
DescribeAssessmentPlans and
AssessmentReports
Define assessmentand explain
why it'simportant
Overviewbasic features
in Weave®
Quick Start Objectives
Academic Programs are degree- or credential-granting programs of academic study.
Administrative Units include administrative supportservices, academic and student-support services,research, and community/public services units.
Terminology
Whatassessmentis and why
it'simportant
Assessment: an ongoing process of gathering, analyzing,and interpreting evidence to determine how
well outcomes and performance expectationsare being achieved.
Clemson University is committed tosustaining quality, and emphasizesthis core value in its strategic plan.
Students, families, and taxpayerswant to know their investments inhigher education are good ones.
Institutional quality and improvementare important principles ofaccreditation.
contexts
Assessment is used as a tool to determinehow well the university is doing in terms ofits mission and goals.
Assessment is iterative. Insight from onecycle should inform the next cycle.
Assessment evidence is used for planning,decision-making, and improvementinitiatives.
Produced by Clemson University's Office of Institutional Effectiveness and Assessment
Howassessment
isstructured
Assessment isSystematically Aligned
Assessment occurs at the course, program or unit,college or administrative division, and institutionallevels.
College and administrative officers (often calledassessment liaisons) are primary leaders ofassessment within their areas.
Program Coordinators oversee assessmentactivities within academic programs.
Best Practices
For academic programs, there is linkage of coursecontent to program goals/objectives.
There is broad faculty and staff involvement.
There are faculty and staff development activitiesfor learning assessment / evaluation techniques.
Assessment information is shared with campusleaders, faculty and students.
Assessment information is used for planning.
Assessment Coordinators
Assessment Coordinators designan assessment framework andplan, coordinate assessmentactivities, and complete a finalassessment report on behalf oftheir programs.
This role may be served by theprogram coordinator, adepartment leader, or otherdesignated faculty or staffmember.
University-level advisory
committeesand leadership
UniversityAssessmentCommittee
(UAC)
GraduateCurriculumCommittee
Office ofInstitutional
Effectivenessand
Assessment
UndergraduateCurriculumCommittee
AssessmentPlansand
AssessmentReports
AssessmentPlan
: defines what will beassessed in the upcomingassessment cycle. Itshould incorporateevidence and suggestedimprovements from theprevious cycle, and shouldestablish expectations forthe current cycle.Structural elements areautomatically copied overbut should be edited asneeded. Due January31st.
annual cycleIncludes Mission, Goals, OutcomeStatements, Measures, andPerformance Expectations
Includes Findings, Use of Results,and Annual Report
AssessmentReport
: provides assessmentevidence (Findings), andproposes how findingshave been or will be usedfor improvement. DueOctober 15th.
Required elements of an Assessment Plan include:
Outcome Statements:
Measures: provide 2-3 measures for each outcomestatement whenever possible. Academic programs shoulduse direct measures of student work (e.g., papers, tests,presentations, etc.).
Performance Expectations. Increase PerformanceExpectations based on assessment evidence (Findings) andanalysis from the previous assessment cycle.
Assessment Plan Checklist
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√
√
Academic programs should include at least 2 Student Learning Outcomes, 2Educational Program Outcomes, and 1 or more Student AchievementOutcomes each cycle. (refer to additional slides)
Non-academic programs should include at least 3 Administrative Outcomesand any Student Learning Outcomes as appropriate.
Required elements of an Assessment Report include:
Findings:
Use of Results: (Q1 required)
Annual Report: (Q1-Q3 required)
Assessment Report Checklist
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√
√
Provide a finding for each Measure whenever data is available. If data is notavailable during the current cycle, within the Finding field provide a note aboutwhen data can be expected (next cycle, etc.) and choose 'Not Reported in thisCycle."
In Question 1, describe how your program / unit used or will use assessmentresults to improve your program / unit. Use separate paragraphs forindependent themes such as changes to the assessment plan or framework, changes to curricula / pedagogy, changes to processes / procedures, etc.
Populate remaining questions when applicable. If an item is not applicable,enter 'Not Applicable' in the field.
Answer questions 1 - 3. Other items are optional but are recommended. If anitem is not applicable, enter 'Not Applicable' in the field.
Outcome Statements: brief, clear, precise, measurable statements thatalign with the academic program or administrative
unit mission
Who Does What?: the individuals or
entities to be measured
: the level of learningor activity taking place
: the important,measurable concept
or activity
Outcome statements establish expectations of:
StudentLearningOutcome (SLO)Statement
Effectively communicate business problems and solutions orallyApply the scientific method to define and solve problemsDesign and develop an organizational research project frominception to presentation of the resultsApply chaos theory in real-world scenarios within the fieldUse SPSS to analyze research data
: statement used byacademic programs
about what a studentshould know, think, or be
able to do when theycomplete the program
Examples:
Bloom's Taxonomyfor academicoutcome statements
Examples may include enrollment trends, retention and graduationrates, scholarly or professional student experiences, programadvising, etc.
The program attracts and retains quality students.Students engage in scholarship / and or internships.The program has an appropriate graduate rate.
EducationalProgramOutcomeStatement
: statement used byacademic programsabout the quality of
the program
Examples: ^
Graduates will secure post-graduate placement in thefield
Examples may include post-graduation employment, post-graduateenrollment in advanced degree programs, scholarship produced bythe student, etc.
StudentAchievementOutcomeStatement
: statement used byacademic programs
about theaccomplishments of
students who completethe program
Examples:
Students will pass the statelicensing examination
[Finance and Operations]Provides efficient andeffective business systemsand exemplary decisionsupport
Examples may include service delivery, quality, efficiency,effectiveness, customer service, etc.
[Advising Center] Assists students inexploring career andeducational opportunities
AdministrativeOutcomeStatement
: statement used byadministrative units that
describe their servicesand activities
Examples:
Student Learning Outcomes Statement Resources (NILOA):
OtherExamples and Resources
Examples from multiple institutions (TransparencyFramework, NILOA):
http://www.learningoutcomesassessment.org/SLOSresources.html
http://www.learningoutcomeassessment.org/TFComponentSLOS.htm
Use of ResultsDescribe how you used orwill use assessment resultsto improve your program /unit.
ImportantTools
Curriculum Map: a curriculum framework typically communicated in
a table or matrix that reflects what is taught in aclass or classes, and includes levels of mastery.
Performance Rubric: a standard of performance that is communicated in a table / matrix.
Produced by Clemson University's Office of Institutional Effectiveness and Assessment
A performance rubric used by academic programs identifies levelsof student performance for a particular outcome. It may alsoincorporate a performance scale or rating feature. (Note: Rubricstyles, contexts and elements can vary.)
VALUE Rubrics
Weave®assessment
platformand basicfeatures
Basic Weave® FeaturesWeave® is a commercially-available, Web-based assessment management andreporting platform.
Users can edit an assessment record using templates that arelisted under "Assessment" on the Weave® menu bar.
templat
es
click on thetemplate that you
want to edit
Edit an assessment record by clicking the 'Add' or 'Edit' buttonwithin the appropriate template and section.
Reminder: Click "Save" when editing is complete. The Savebutton is located in the bottom-left of the section being edited.
when adding forthe first time
when adjustingan existing itemClick the Edit Button, editexisting narrative, then clickSave.
Click 'Save,' then continue editing or Logout. Ifunsure about an edit, click the 'Cancel' button.
Click the Add Button, addnarrative, then click Save.
Upload documents such as rubrics, curriculum map, reports,survey forms / data, tables, charts, and specializedaccreditation letters to your Weave® record to provideadditional documentation. After uploading documents,'connect' your document to various elements of your Weave®record.
click Upload/LinkDocument
'Logout' of Weave® when editing is complete. Users can returnto a current or previous cycle to edit a record, even after acycle has closed.
click Logout
Weave® Editing Guide Request training
Request a Weave® account
Acknowledgements /SourcesAssociation of American Colleges & Universities
College of Charleston, Office for Institutional Effectiveness andStrategic Planning
National Institute on Learning Outcomes Assessment (NILOA)
Southern Association of Colleges and Schools Commission on Colleges
University of Mississippi, Office of Institutional Research, Effectiveness,and Planning
Virginia Polytechnic Institute and State University (Virginia Tech),Office of Assessment and Evaluation
Weave®
^
Additional Resourceswww.clemson.edu/assessment/resources
Produced by Clemson University's Office of Institutional Effectiveness and Assessment
Contact Uswww.clemson.edu/assessment/[email protected]://www.clemson.edu/assessment/contact-us.html
About Weave®www.weaveeducation.com/
