Académique Documents
Professionnel Documents
Culture Documents
AnExample
Inprogramassessmentplanning,itisimportanttoletcommonsenseprevail.Youcantdoeverything.
Processesmustbeestablishedthatcapitalizeonwhatisalreadybeingdoneandcomplementtheworkofthe
faculty.Decisionswillneedtobemade.Justasfacultycannotteachtheuniverseofallconceptsandskills
relatedtoasinglecourse,programscannotassesseverythingthattheybelievestudentsshouldknoworbeable
todo.Asdecisionsaremadeandasassessmentandevaluationprocessaredeveloped,thinksystematicallyand
forthelongterm.Identifywhereyouwanttobeatsometimeinthefutureandworkbackwards.
ThetimelineillustratedinTable1demonstratesathreeyearcyclewhereeachoutcomeisassessedeverythree
years.Becausethereareonlysixoutcomes,thismeansthatthedatacollectionprocesstakesplaceononlytwo
outcomesperyear.Thetimelineprovidesfortwocyclesofdatacollectioneverysixyears.
LearningOutcomes
0809
0910
1011
1112
1213
1314
(eachwithmeasurableperformanceindicators):
Arecognitionofethicalandprofessional
z
z
responsibilities
Anunderstandingofhowcontemporaryissuesshape
andareshapedbymathematics,science,&
z
z
engineering
Anabilitytorecognizetheroleofprofessionalsinthe
globalsociety
Anunderstandingofdiverseculturalandhumanistic
traditions
Anabilitytoworkeffectivelyinteams
Anabilitytocommunicateeffectivelyinoral,written,
z
z
graphical,andvisualforms
Table1.Datacollectioncycleforsixlearningoutcomes
Thetableabovecanbemisleadinginthatduringtheyearwheredatacollectionistakingplaceonsomeofthe
outcomes,activitiesaretakingplacerelatedtootheroutcomes.Table2belowrepresentsanassessmentand
evaluationtimelineformultipleprocessesforasingleoutcome.
From Assessment Planning Flow Chart2004, Gloria M. Rogers, Ph.D., ABET, Inc. (grogers@abet.org) Copyright 2008
Outcome:Anabilitytorecognizetheroleofprofessionalsintheglobalsociety
0809
0910
1011
1112
1213
AssessmentandEvaluationActivity
Reviewofperformanceindicatorsthatdefinethe
z
z
outcome
Mapeducationalstrategiesrelatedtoperformance
z
z
indicators
Reviewmappingandidentifywheredatawillbe
z
z
collected
Developand/orreviewassessmentmethodsusedto
z
z
assessperformanceindicators
Collectdata
1314
z
z
z
Evaluateassessmentdataincludingprocesses
Reportfindings
Communication
Teams
Cultural
Global
ContemporaryIssues
Ethics
Communication
Teams
Cultural
Global
ContemporaryIssues
Ethics
Communication
Teams
Cultural
Global
ContemporaryIssues
Activities
Ethics
Takeactionwherenecessary
Table2.Assessmentandevaluationactivitytimelineforasingleoutcome
Togetageneralviewofwhatonecycleofanassessmentprogrammightlooklike,Table3representsthree
academicyearsofactivityforsixlearningoutcomesbyassessmentandevaluationactivities.
0809
0910
1011
Reviewofperformanceindicators
z z z z z z
definingthatoutcome
Mapeducationalstrategiesrelatedto
z z z z z z
performanceindicators
Reviewmappingandidentifywheredata
z z z z z z
willbecollected
Developorreviewassessmentmethods
z z z z z z
relatedtooutcome
Collectandanalyzedata
z z z z z z
Evaluateassessmentdataincluding
z z z z z z
processes
z z z z z z
Reportfindings
z z z z z z
Takeactionwherenecessary
Table3.Threeyearcycleofassessmentandevaluationactivity
Althoughthisappearstorequireconsiderableeffort,notallassessmentactivitiesneedtobedoneby
thesamepersonorgroup.Table4suggeststhattherearemultiplepartiesinvolvedintheassessment
andevaluationcycle.Itisimportanttoplanstrategicallyandsystematicallysothattheworkloadis
reasonableandappropriatelydistributed.
From Assessment Planning Flow Chart2004, Gloria M. Rogers, Ph.D., ABET, Inc. (grogers@abet.org) Copyright 2008
AssessmentandEvaluationActivity
Reviewofperformanceindicatorsthatdefinetheoutcome
Mapeducationalstrategiesrelatedtoperformanceindicators
Reviewmappingandidentifywheredatawillbecollected
Developand/orreviewassessmentmethodsusedtoassess
performanceindicators
Collectandanalyzedata
Evaluateassessmentdataincludingprocesses
Reportfindings
Takeactionwherenecessary
Responsibilityforactivity
FacultyAssessmentTeam
AllFaculty
ProgramFaculty
FacultyAssessmentTeamw/Assessment
Resource
FacultyAssessmentTeamw/Assessment
Resource
ProgramFaculty
ProgramFaculty
ProgramFaculty
Table4.Partiesresponsiblefortheassessmentandevaluationprocesses
Thesetablesareforillustrativepurposesonly.Inordertoclosetheloopontheassessmentand
evaluationprocess,itisimportanttoplanwiththeendinmind.Creatingamultiyeartimelinewillhelp
toshapethinkingabouttheactivitiesinvolvedinprogramassessment.Itwillalsohelptoavoidtaking
ontoomuchinthebeginningandencouragesystematicplanningovertime.
Creatingthesetypesoftablesshouldonlybeseenastoolstoassistinadministeringandcommunicating
theprocess.Atanytimeitisfoundthattheprocessesneedtobealtered,theinformationinthetables
shouldchange.Forexample,itmaybefoundaftermultipledatacollectionandanalysisprocessesthat
oneormoreoftheoutcomesareconsistentlyofhighqualitywhereasthereareotheroutcomeswhere
theprogramcannotdemonstrateadequateachievement.Thiscouldleadtomorefrequentdata
collectionandevaluationprocessforsomeoutcomesandlessforothers.Theoverallprocessneedsto
bedesignedtoanswerquestionsthatareofinteresttotheprogram.Systematicdoesnotmean
etchedinstone.Ifyouneedtochangeyourprocessesand/orcyclesofactivity,thenitshouldbe
done.
From Assessment Planning Flow Chart2004, Gloria M. Rogers, Ph.D., ABET, Inc. (grogers@abet.org) Copyright 2008