Assessing CADE Assessing CADE Student Learning OutcomesStudent Learning Outcomes

Karla Kennedy-Hagan, PhD, RD, LDNKarla Kennedy-Hagan, PhD, RD, LDNEastern Illinois UniversityEastern Illinois University

Charleston, ILCharleston, IL

AgendaAgenda

What is assessment?What is assessment?

Guiding principlesGuiding principles

Outcomes assessmentOutcomes assessment

Overview of CADE requirementsOverview of CADE requirements

Eight steps to assessment planningEight steps to assessment planning

What is assessment?What is assessment?

Different interpretationsDifferent interpretations A student’s viewA student’s view A professor’s viewA professor’s view A manager’s viewA manager’s view A senior administrator’s viewA senior administrator’s view

American Association for Higher American Association for Higher Education, 2002Education, 2002

Nine principles of good practice for Nine principles of good practice for assessing student learningassessing student learning

Assessment of student learning begins with Assessment of student learning begins with educational values.educational values.Assessment is most effective when it reflects an Assessment is most effective when it reflects an understanding of learning as multidimensional, understanding of learning as multidimensional, integrated, and revealed in performance over integrated, and revealed in performance over time.time.

Assessment works best when the program it seeks Assessment works best when the program it seeks to improve has clear, explicitly stated purposes.to improve has clear, explicitly stated purposes.Assessment requires attention to outcomes, but Assessment requires attention to outcomes, but also and equally to the experiences that lead to also and equally to the experiences that lead to those outcomes.those outcomes.Assessment works best when it is ongoing, not Assessment works best when it is ongoing, not episodic.episodic.

American Association for Higher American Association for Higher Education, 2002Education, 2002

Nine principles, cont.Nine principles, cont.Assessment fosters wider improvement when Assessment fosters wider improvement when representatives from across the educational representatives from across the educational community are involved.community are involved.

Assessment makes a difference when it begins Assessment makes a difference when it begins with issues of use and illuminates questions that with issues of use and illuminates questions that people really care about.people really care about.

Assessment is most likely to lead to Assessment is most likely to lead to improvement when it is part of a larger set of improvement when it is part of a larger set of conditions that promote change.conditions that promote change.

Through assessment, educators meet Through assessment, educators meet responsibilities to students and to the public.responsibilities to students and to the public.

Outcomes Assessment for Dietetic Outcomes Assessment for Dietetic Educators, 2002Educators, 2002

Outcome assessmentOutcome assessment

Defined as a comprehensive process for Defined as a comprehensive process for evaluating and, if needed, improving evaluating and, if needed, improving programs and student learning.programs and student learning.

Involves planning, conducting, analyzing, Involves planning, conducting, analyzing, and reporting systematic and and reporting systematic and comprehensive assessment of program comprehensive assessment of program goals, objectives, competencies, and goals, objectives, competencies, and learning outcomes.learning outcomes.

Purposes of outcomes assessmentPurposes of outcomes assessment

Improve teaching and learningImprove teaching and learning

Achieve accountabilityAchieve accountability Are the students learning what they are Are the students learning what they are

suppose to be learning?suppose to be learning? Are educational programs being administered Are educational programs being administered

efficiently?efficiently? Does the program effectively meet the needs Does the program effectively meet the needs

of the community, business, etc.of the community, business, etc.

2008 Eligibility Requirements 2008 Eligibility Requirements and Accreditation Standards and Accreditation Standards

(ERAS)(ERAS)Student learning outcomes (SLOs) state what a Student learning outcomes (SLOs) state what a student/intern must be able to do at the student/intern must be able to do at the completion of a dietetics education program.completion of a dietetics education program.

Competencies and student learning outcomes Competencies and student learning outcomes are provided in the ERAS 2008 document - are provided in the ERAS 2008 document - Appendix A for each program type.Appendix A for each program type.

Student Learning OutcomesStudent Learning Outcomes

SLO have been categorized into four SLO have been categorized into four domains: domains:

•Scientific and Evidence Base of PracticeScientific and Evidence Base of Practice

•Professional Practice Expectations Professional Practice Expectations

•Clinical and Customer Services Clinical and Customer Services

•Practice Management and Use ofPractice Management and Use of

Resources.Resources.

Competencies and Student Competencies and Student Learning OutcomesLearning Outcomes

31 Competencies/Learning Outcomes for 31 Competencies/Learning Outcomes for Dietetic Technician Dietetic Technician Programs (DTP). Programs (DTP). The 13 Foundation Knowledge Requirements The 13 Foundation Knowledge Requirements are indirectly measured as a result of assessing achievement of are indirectly measured as a result of assessing achievement of Competencies/Learning Outcomes and do not need to be Competencies/Learning Outcomes and do not need to be measured separately.measured separately.

17 Foundation Knowledge Requirements/Learning Outcomes for 17 Foundation Knowledge Requirements/Learning Outcomes for Didactic Programs (DPD)Didactic Programs (DPD)

38 Competencies/Learning Outcomes for 38 Competencies/Learning Outcomes for Coordinated Programs Coordinated Programs (CP). (CP). The 11 Foundation, Knowledge Requirements are indirectly The 11 Foundation, Knowledge Requirements are indirectly measured as a result of assessing achievement of Competencies measured as a result of assessing achievement of Competencies /Learning Outcomes and do not need to be measured separately./Learning Outcomes and do not need to be measured separately.

38 Competencies/Learning Outcomes for 38 Competencies/Learning Outcomes for Dietetic Internships (DI)Dietetic Internships (DI)

Student Learning Outcomes Student Learning Outcomes Assessment Plan includes Assessment Plan includes

• Competencies/Student Learning OutcomesCompetencies/Student Learning Outcomes

• Assessment methods that will be usedAssessment methods that will be used

• Course or rotation in which assessment will occurCourse or rotation in which assessment will occur

• Individuals responsible for ensuring assessment Individuals responsible for ensuring assessment occursoccurs

• Timeline for collecting the assessment dataTimeline for collecting the assessment data

• The plan is implemented as part of systematic The plan is implemented as part of systematic ongoing program assessment ongoing program assessment

Where do you start?Where do you start?

ERASERAS

CompetenciesCompetencies

Student Learning Student Learning Outcomes (SLO)Outcomes (SLO)

SLO Assessment PlanSLO Assessment Plan

Use the eight step Use the eight step processprocess

Step oneStep one

Create a SLO Create a SLO Assessment PlanAssessment Plan

My example: My example: • SLO/Competancies -SLO/Competancies -• Assessment methods –Assessment methods –• Course or rotation –Course or rotation –• Individuals responsible for Individuals responsible for

ensuring assessment occurs -ensuring assessment occurs -• Timeline for collecting data -Timeline for collecting data -• Analyze data -Analyze data -• Report findings –Report findings –

• Make improvements Make improvements --

Now your ideasNow your ideas

Step twoStep two

SLO/CompetanciesSLO/Competancies

DI 1.1-1.5DI 1.1-1.5

DI 2.1-2.9DI 2.1-2.9

DI 3.1-3.7DI 3.1-3.7

DI 4.1-4.12DI 4.1-4.12

My example:My example:

DI 2.4 Use effective DI 2.4 Use effective education and education and counseling skills to counseling skills to facilitate behavior facilitate behavior changechange

DI 2.8 Demonstrate DI 2.8 Demonstrate initiative by initiative by proactively developing proactively developing solutions to problems.solutions to problems.

Now your ideasNow your ideas

Step threeStep threeBrainstorm varied Brainstorm varied methods to collect methods to collect assessment data.assessment data. SurveysSurveys EvaluationsEvaluations ObservationObservation ExamsExams OtherOther

Mix and match methodsMix and match methods QualitativeQualitative QuantitativeQuantitative

My example:My example: Student self evaluationStudent self evaluation Reflection paperReflection paper Preceptor/Faculty evaluationPreceptor/Faculty evaluation Client evaluationClient evaluation

Mixed method approach Mixed method approach including:including:

Quantitative – rate on a Quantitative – rate on a scale of 1-5scale of 1-5

Qualitative – written Qualitative – written comments to support ratingscomments to support ratings

Now your ideasNow your ideas

Step fourStep four

When to evaluate?When to evaluate?

Rotation Rotation

CourseCourse

My example:My example:

Rotation Rotation

CourseCourse

Now your ideasNow your ideas

Step fiveStep five

Individual responsible Individual responsible for ensuring that the for ensuring that the assessment occursassessment occurs

• FacultyFaculty• PreceptorPreceptor• SupervisorSupervisor• ParticipantParticipant• StudentStudent• CoordinatorsCoordinators

My example:My example:• FacultyFaculty• PreceptorPreceptor• StudentStudent

Now your ideasNow your ideas

Step sixStep six

Timeline to collect Timeline to collect datadata WeeklyWeekly MonthlyMonthly YearlyYearly Bi-weeklyBi-weekly Bi-monthlyBi-monthly Bi-yearlyBi-yearly OtherOther

My example:My example:

4 weeks each semester4 weeks each semester

Now your turnNow your turn

Step sevenStep seven

Analyze and assess data Analyze and assess data

Triangulation: Triangulation: When a When a variety of data collection variety of data collection strategies and analytic strategies and analytic techniques are used to yield techniques are used to yield convergent conclusions.convergent conclusions.

Reduces biasReduces bias

Triangulate assessment Triangulate assessment finding as neededfinding as needed

Student self assessmentStudent self assessment Faculty assessmentFaculty assessment Preceptor assessmentPreceptor assessment Client assessmentClient assessment Other Other

ExampleExample

• 4 /5 on Student self 4 /5 on Student self evaluationsevaluations

• Student self reflectionStudent self reflection• 4 / 5 on Preceptor 4 / 5 on Preceptor

evaluationsevaluations• 5 /5 on Client evaluations5 /5 on Client evaluations• 4 / 5 on Faculty4 / 5 on Faculty• observationsobservations

Now your ideasNow your ideas

Step eightStep eight

Create plans for Create plans for improvement.improvement.

Example:Example:

Have student's collect Have student's collect food models needed food models needed for counseling for counseling session prior to session prior to session.session.

Now your ideasNow your ideas

Group workGroup work

Working in small groups discuss how you Working in small groups discuss how you have assessed SLO/Competencies.have assessed SLO/Competencies.

Share with other attendeesShare with other attendees

Questions?Questions?

Thank you!Thank you!