Closing the Loop: How to Do It and Why It Matters 1 Presentation Outline What does closing the loop really mean? What is the assessment process? How do you close the loop? Why should you close the loop? Where does my program stand? 2 The Assessment Loop 4. Use of Results
(Closing) 1. Outcomes, questions (Closing) 3. Gathering and Summarizing Evidence 2. Means of Assessment and Benchmarks 3 Other steps in the assessment process . . .
Planning Mapping goals onto curriculum Adding outcomes to syllabi Offering faculty development Reporting Communicating Adding assessment to Program Review Assessing the assessment 4 Step #1: Learning goals and the
hierarchy of specificity Institutional Outcomes (Core Competencies) Program Outcomes Course-level goals 5 Levels of specificity an example: Business Administration Oral & written communication Ability to write for business Ability to write a business plan 6
Step #2 Means of Assessment and Benchmarks Make your assessment meaningful Dont make assessment a lot of work for you Quality Assessment vs. Quantity Assessment Assessment types
Direct vs. Indirect Assessment Embedded Assessment Formative vs. Summative Assessment Authentic Assessment Triangulation 7 Step #3: Gathering and Summarizing Evidence
An inclusive, collegial community of judgment Meaning out of data Shared understanding of strengths, weaknesses, needs Decisions, planning for action Communication about planned action Catalyst for change in campus culture 8 Step #4: Use of Results Defining the action Planning for implementation
Who will manage? Contribute? What expertise, support will it take? What funding is needed? How will we get what we need? Implementing 9 Closing the loop: Back to Step #1
Sometimes your results support the status quo What do the findings tell us now? Did our treatment improve learning? What else do the findings show? Whats the next step? What have we learned about our assessment process? Infrastructure? What can be improved? 10 Examples of closing the If results suggest the need for change here are loop some things that might be considered
Pedagogy Curriculum Student Support Faculty Support Equipment/Supplies/Space Conduct further assessment Assessment Process (outcome, means of assessment and/ or benchmark)
Make sure to document what you have done SLO Binder, Curricunet, meeting notes, Program Review 11 Why the loop should be closed Return on the investment in #1, #2 Improvement of learning Stronger programs
Fewer silos, more integration More collegiality Happier, more successful students Happier, more satisfied employers More willing donors 12 Why close the loop, cont. Better retention, graduation rates More successful accreditation review Shared campus understanding of mission, learning goals, and what is being done to achieve them
Clearer, more substantive communication with the public 13 So where does your program stand? Where are you on the loop in terms of assessing your programs and courses? What are the major impediments that you need to address? How can you address them?
What resources can you draw on? What strategies can you use? 14
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