Checking Vital Signs

SAEOPP PRIORITY 3 TRIO TRAINING “CHECKING THE VITAL SIGNS”: 

SAEOPP PRIORITY 3 TRIO TRAINING “CHECKING THE VITAL SIGNS” Examining the Missing/Weakest Links in Student/Program Assessment Harold Woodard Dorothy Yarborough Mary Gonzalez

Learning Objectives: 

Learning Objectives To increase TRIO personnel’s knowledge and skills in assessing TRIO program and/or participant needs To increase TRIO personnel’s skills at using data from participant and/or program assessments to design services to meet individual and/or program needs

PowerPoint Presentation: 

Mission Goals Outcomes

Defining Assessment: 

Defining Assessment The purposeful gathering of data Any effort to gather, analyze, and interpret evidence which describes institutional, divisional, agency, program, or participant effectiveness ( Upchurch and Schuh )

Linking Assessment…: 

Linking Assessment… To evaluation: any effort to use assessment evidence to improve effectiveness To measurement: the methods we use to gather information for the purpose of assessment To research: guides theory development and test concepts

Why Student and Program Assessment? : 

Why Student and Program Assessment? Survival Quality Affordability Strategic Planning Policy Development Decision Making Politics Accreditation To identify program and student strengths To identify program & student needs and deficits To tailor program activities to actual student strengths and needs To effectively manage resources To understand what works and doesn’t work To constantly improve and become more effective

“Seven Principles for Good Practice in Undergraduate Education”: 

“Seven Principles for Good Practice in Undergraduate Education” 1. Encourages student-faculty contact 2. Encourages cooperation among students 3. Encourages active learning 4. Gives prompt feedback 5. Emphasizes time on task 6. Communicates high expectations 7. Respects diverse talents and ways of learning (Chickering and Gamson, 1987)

The Principles of Good Practice for Assessing Student Learning: 

The Principles of Good Practice for Assessing Student Learning The assessment of student learning begins with educational values Assessment is most effective when it reflects an understanding of learning as multi-dimensional, integrated, and revealed in performance over time Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes

PowerPoint Presentation: 

4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes 5. Assessment works best when it is ongoing, not episodic 6. Assessment fosters wider improvement when representatives from across the educational community are involved

PowerPoint Presentation: 

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 9. Through assessment, educators meet responsibilities to students and to the public 10. Assessment is most effective when undertaken in an environment that is receptive, supportive, and enabling ( AAHE, 1992, principles 1-9) (Banta, Lund, Black, Oblander, 1996, principle 10 )

Principles of Good Practice for Assessing TRIO Students: 

Principles of Good Practice for Assessing TRIO Students Assessment requires identification of student barriers: social, economic, cultural and academic Assessment occurs best when partnerships are forms to leverage pooled resources Assessment works best when it’s intentional, ongoing, and individualized Assessment works best when it incorporates student feedback Assessment of a TRIO student includes observation of social interactions to provide opportunities for desired outcomes

Continued: 

Continued Assessment of a TRIO program is successful if the assessment measures student’s knowledge, skills and abilities to enter post-secondary and graduate programs Assessment is effectively measured in TRIO students when there is consistency and commitment from both participant and TRIO personnel The assessment of the students’ academic and environmental need enhances student learning A true assessment of TRIO programs’ effectiveness measures the level of parental involvement, student engagement, quality of mentorship and community support Developed by SAEOPP Training Participants 2009-2010

Methods of Assessment: 

Methods of Assessment Formative - activities’ monthly or quarterly reports, monthly and quarterly staff meetings, Saturday meetings Summative - student end of year evaluations, aggregate quarterly, focus groups, interviews=Student Retention Internal – Things we or students have control over External- Things we or students don’t have control over Qualitative – May supplement the quantitative data rich and thick data utilizing the students, parent, staff voices to evaluate the quality of the service delivery Quantitative- Analyzed for a given period of time

SAMPLE INSTRUCTION/ASSESSMENT TASKS Standard A: A student should be able to speak and write well for a variety of purposes and audiences : 

SAMPLE INSTRUCTION/ASSESSMENT TASKS Standard A: A student should be able to speak and write well for a variety of purposes and audiences TASK What is the student doing? INSTRUCTION / ASSESSMENT PURPOSE Why is it performed? SUPPORTIVE INSTRUCTION/ SCAFFOLDING How do we as teachers and students get there? ASSESSMENT TOOL How is it measured? Using a journal/learning log Alaska Department of Education & Early Development English/Language Arts Framework Chapter 4: Instruction/Assessment Instructional Reason: To clarify thinking and prepare for discussion To apply elements of effective writing Assessment Reason: To evaluate language proficiency and clarity Guided practice Modeling Checklist Rubric Self evaluation Peer response checklist

SAMPLE INSTRUCTION/ASSESSMENT TASKS A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information : 

SAMPLE INSTRUCTION/ASSESSMENT TASKS A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information TASK What is the student doing? INSTRUCTION / ASSESSMENT PURPOSE Why is it performed? SUPPORTIVE INSTRUCTION/ SCAFFOLDING How do we as teachers and students get there? ASSESSMENT TOOL How is it measured? Writing a persuasive essay based on research Instructional Reason: To use logic to persuade To apply research skills Assessment Reason: To evaluate ability to reason To evaluate how students do and use research Model the steps necessary to write the piece Note taking Use of research library Conducting of an interview Practice web, map, fishbone Writing rubric Interview checklist Peer response scoring form

Veterans Upward Bound Objectives: 

Veterans Upward Bound Objectives

UB Math/Science Objectives: 

UB Math/Science Objectives

Regular Upward Bound Objectives: 

Regular Upward Bound Objectives

McNair Objectives: 

McNair Objectives

SSS Objectives: 

SSS Objectives

ETS Objectives: 

ETS Objectives

PowerPoint Presentation: 

EOC Objectives 8. “ Mandatory” Program Objectives: (Please fill in the proposed percent (%) for each objective). (a) Enrollment in a continuing education program: __% of participants not already enrolled in a continuing education program who has not obtained a high school diploma or high school equivalency certificate, will enroll in a continuing education program during each budget period. (b) Student financial aid:__% of participants not already enrolled in a postsecondary school who: 1) is a high school senior; 2) is a high school graduate; or 3) has obtained a high school equivalency certificate, will apply for financial aid during each budget period. (c) Postsecondary education admissions:__% of participants not already enrolled in a postsecondary school who: 1) is a high school senior; 2) is a high school graduate; or has obtained a high school equivalency certificate, will apply for postsecondary school admission during each budget period. (d) Postsecondary education enrollment:__% of participants not already enrolled in a postsecondary school who: 1) is a high school senior; 2) is a high school graduate; or 3) has obtained a high school equivalency certificate, will enroll in a program of postsecondary education during each budget period (or during the next fall term).

Assessment Models: 

Assessment Models PEST Analysis SWOT Analysis SMART Analysis GREAT Analysis Porter’s Five Forces Analysis CAS (TRIO) Standards

A Comprehensive Assessment Model: 

A Comprehensive Assessment Model Tracking Needs Assessment Satisfaction Assessment Student Cultures and Campus Environments Assessment Outcomes Assessment Comparable Institution Assessment National Standards Assessment Cost Effectiveness Assessment

PowerPoint Presentation: 

Mission Goals Outcomes

CHECK YOUR VITAL SIGNS: 

CHECK YOUR VITAL SIGNS Assess Find the weakest/missing link Navigate from Principle to Practice to Principle HANDOUTS WITH PRESENTATION THANK YOU