The Assessment Process in Academic Advising Outline€¦ · The Higher Learning Commission defines...

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The Assessment Process in Academic Advising

NACADA Assessment Institute

February 2015

Orlando, FL

NACADAThe Global Community for Academic Advising

Outline• Overview of Assessment Institute

• Definitions

• The Assessment Cycle

• Foundational Concepts• Bloom’s Taxonomy

• NACADA Concept Statement

• NACADA Core Values

• CAS Standards for Academic Advising

• The Assessment Plan: Key Components and Flow

• What’s to Come: Overview of Plenaries 2 – 5


Overview of Assessment Institute

• Focus is on Assessment of Academic Advising as Teaching

• Guides you through the process of assessment in academic advising with a focus on student learning outcomes (SLOs)

• The material covered in 2.5 days explores a process that requires time, effort, and continuous reflection on your campus


The perfect is the enemy of the good (Voltaire, Philosophical Dictionary)

Trying for perfection will hinder your progress

through the assessment cycle the first time


Participant Learning Outcomes

• Outcomes we want you to achieve

• Identified for every session

• Bloom’s Taxonomy (3 types of Learning Outcomes)

• Cognitive• Behavioral (Skills/Psychomotor)• Affective

• Focus for each plenary


Participant Learning Outcomes for This Plenary Session

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Cognitive• Know the purposes, expectations, and format of the Institute

• Distinguish what assessment is and is not

• Summarize the cycle of assessment

• Know the NACADA Core Values

• Recognize why CAS Standards exist

• Recognize how CAS Standards are used in assessment

• Reflect on the connections between values, vision, mission,goals, and programmatic objectives in developing anassessment plan

• Understand the difference between programmatic goal, programmatic objective, and learning outcome


Behavioral• Describe assessment as a cycle with 4 components

• Explain why assessment occurs in academic advising

• Identify the stakeholders for the assessment process

• Write (or revise) a mission

• Construct a programmatic goal for academic advising using CAS

• Construct a programmatic learning objective based on constructed goal


Affective

• Appreciate the systematic approach to assessment of learning outcomes

• Appreciate the relational nature of assessment within the institution

• Value the cyclical process of assessment

• Value the time involved in accomplishing a full cycle of assessment


DefinitionsAssessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ learning and development.

Erwin 1991Assessing Student Learning and Development: A Guide to the

Principles, Goals, and Methods of Determining College Outcomes


Assessment is the systematic collection, review, and use of information about student learning and development.

Marchese, 1993

* Advising is part of the educational process, not simply a “service”


Assessment is a process that focuses onstudent learning, a process that involvesreviewing and reflecting on practice asacademics have always done, but in a moreplanned and careful way.

Ewell, 2000

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Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving learning and development.

Palomba, C.A. & Banta, T.W. Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education. San Francisco: Jossey-Bass,

1999, p. 4


The Higher Learning Commission defines assessment of student learning in the following way:

Assessment of student learning is a participatory, iterative process that:

• Provides data/information you need on your students’ learning • Engages you and others in analyzing and using this data/information to

confirm and improve teaching and learning

• Produces evidence that students are learning the outcomes you intended

• Guides you in making educational and institutional improvements

• Evaluates whether changes made improve/impact student learning, and documents the learning and your efforts.


Assessment is NOT

Assessment is NOT episodic

Assessment is NOT just about measurement

Assessment is NOT about performance evaluation -although evaluation can inform assessment

Assessment is NOT solely an administrative process

Assessment is NOT easy or quick


Assessment IS• Evidence-driven—relying on multiple measures

• Mostly formative rather than simply summative

• Measurement of outcomes• Student learning-outcome based (in education)• Advising process/delivery outcomes

• A complex process of comparison

• Always a process of reasoning from evidence

• Always, to some degree, imprecise


For Academic Advising

Assessment is the process through which wegather evidence about the claims we aremaking with regard to student learning and the process/delivery of academic advising in order to inform and support enhancement &improvement.

Campbell, 2008


The Conversation About Learning

Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.

Huba and Freed 2000Learner-Centered Assessment on College Campuses: Shifting

the focus from teaching to learning

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The Process of Assessment

• Assessment is a Multi-Level, Relational Process

• Assessment is Informed by Organizational Components

• Assessment is a Continuous and Collective Process

• With Multiple Points of Entry


The Relational Nature of Assessment

Advising Program Vision, Mission, Goals, Program Objectives

Institutional Vision and Mission

School/College/Division Vision, Mission, Goals, Program

Objectives


The Assessment CyclePeggy Maki, Assessing for Learning

Interpret Evidence

Implement Change

Identify Outcomes

Gather Evidence

Vision, Mission, Goals, Objectives


Learner-Centered Assessment

Formulate Statements of Intended Learning

Outcomes

Develop or Select Assessment Measures

Create Experiences Leading to Outcomes

Discuss and Use Assessment Results to

Improve Learning

Huba and Freed2000


Foundational Concepts

• NACADA Core Values

• NACADA Concept Statement of Academic Advising

• CAS Standards for Academic Advising

• Bloom’s Taxonomy


NACADA Core Values

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NACADA Concept Statement

• Affirms that academic advising is an integral part of higher education

• Affirms that academic advising is a form of teaching with

• A curriculum• A pedagogy• A set of student learning outcomes

• Provides the vehicle through which the Values and CAS Standards can be enacted


CAS Standards - Mission

Promote the improvement of programs and services to enhance the quality of student learning and development.

CAS Mission Statement, www.cas.edu


Academic Advising Programs Must Be…

• Intentionally designed

• Guided by theories of knowledge of learning and development

• Integrated into the life of the institution

• Reflective of developmental and demographic profiles of the student population

• Responsive to the needs of individuals, populations with distinct needs, and constituencies

• Delivered using multiple formats, strategies, and contexts (as appropriate to meet the goals of the program.)

CAS Standards for Academic Advising Programs, 2013


Academic Advising Programs Must…

• Promote student learning and development outcomes that are purposeful, contribute to students’ realization of their potential, and prepare students for satisfying and productive lives

• Identify relevant and desirable student learning and development outcomes from among the six domains and related dimensions

CAS Standards for Academic Advising Programs, 2013


CAS Standards for Academic Advising6 Domains of Learning and Development

• Knowledge acquisition, construction, integration, and application

• Cognitive complexity

• Intrapersonal development

• Interpersonal competence

• Humanitarianism and civic engagement

• Practical competence

each Domain includes multiple related dimensions


Bloom’s Taxonomy

• Three Types of Learning Outcomes:

• Cognitive

• Affective

• Behavioral (Skills/Psychomotor)

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Cognitive Domain

Clark, D. (2010). Bloom's taxonomy of learning domains: The three types of learning. Big Dog & Little Dog's Performance Juxtaposition. Edmonds, WA: Author. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html


Affective Domain

The affective domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

Krathwohl, Bloom, Masia, 1973Clark, D. (2010). Bloom's taxonomy of learning domains: The three types of learning. Big Dog & Little Dog's Performance Juxtaposition. Edmonds, WA: Author. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html


Affective DomainCategory A Few Key Words

Receiving Phenomena: Awareness, willingness to hear, selected attention

Asks, describes, chooses, follows

Responding to Phenomena: Active participation

Answers, assists, aids, tells

Valuing: worth or value Completes, demonstrates, initiates

Organization: prioritization of values

Adheres, generalizes, integrates

Internalizing values: values control behavior

Acts, influences, solves, performs

Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html


Behavioral Domain (Skills/Psychomotor)

The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas.

Simpson, 1972

Clark, D. (2010). Bloom's taxonomy of learning domains: The three types of learning. Big Dog & Little Dog's Performance Juxtaposition. Edmonds, WA: Author. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html


Behavioral Domain (Skills/Psychomotor)

Category A Few Key WordsPerception (awareness): Ability to use sensory cues

Chooses, describes, detects

Set: Readiness to Act Proceeds, begins, volunteers

Guided Response: Imitation & Trial/Error

Copies, traces, follows

Mechanism: Learned responses are habitual

Displays, dismantles, assembles

Complex Overt Response (expert): complex movement patterns

Builds, measures, mends (same as Mechanism, but response rate differs)

Adaptation: Ability to modify Alters, changes, varies

Origination: Create new movement patterns

Constructs, creates, designs

Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html


Key Components of an Assessment Plan• Purpose• Stakeholders• Values• Vision• Mission• Programmatic Goals• Programmatic Objectives• Learning Outcomes• Mapping• Gathering Evidence• Analyzing and Interpreting Evidence• Setting Levels of Expected Performance• Sharing and Acting on the Results

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How Things Ideally FlowValues, Vision, Mission,

Goals, Programmatic Outcomes

Process/Delivery Outcomes

Student Learning Outcomes

Mapping the Experience

Gathering Evidence(Multiple Measures)

Acting on Results

Start Over Again!

Flowchart of Steps in the Assessment of Academic Advising (Darling, 2005, 2010)


It All Begins with Purpose

• Purpose determines what and how evidence will be gathered

• One type of assessment does NOT fit all

• Who needs to be involved (stakeholders) is influenced by Purpose


Purpose and StakeholdersPurpose for Engaging in

AssessmentKey Stakeholders

What is your purpose for engaging in assessment? (You may have more than one….)

Who needs to be involved for you to accomplish your purpose?

Why do these individuals need to be involved?


Values, Visions, Missions• Values

• Reflect what you consider to be important with regard to academic advising

• Check out: • NACADA Core Values• Your institution’s Values


Values: An Example

• Academic Advising at ________ reflects the institution’s commitment to student learning, persistence, and success by:

• Supporting and facilitating intentional connections between students and the university’s resources and people

• Promoting an ethical and honest partnership between students and their academic advisors


Vision Statements

• Reflect the aspirations of what academic advising can be on a campus. A Vision Statement represents a desired or future state.

• Should be:• Inspirational• Ambitious yet realistic• Generate enthusiasm• Generate commitment to long-term direction and

purpose

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Vision: An Example

To develop a coordinated and responsive academic advising program that is

acknowledged on and off-campus for excellence.


Mission Statements

• Reflect the purpose of academic advising on the campus and serve as the roadmap to achieving the vision and affirming values

• Should be:• Clear and concise• Repeatable/sustainable• Consistent with institutional mission


Mission: An Example

The mission of University College is to assist new, transfer and transitioning students,

through academic advising, to develop and implement individual plans for achieving

educational and life goals.

University of Utah


Programmatic Goals and Objectives

• Goal statements are broad statements that communicate a desired future state of the advising program.

• As such they:

• Present the “aims” of the program• Provide guidance for action• Are general in nature


Programmatic Goals and Objectives

• Objective statements clarify goals through language that is precise, detailed, and action oriented.

• As such they:

• Specify the ‘intentions’ of the academic advising program for student learning and advising delivery

• Reveal, in a general way, expectations for student learning• Inform and guide the development of student learning

outcomes and advising delivery outcomes


Examples

Programmatic Goal:• Design a program that is reflective of the developmental

and demographic profiles of students at __________ university.

Programmatic Objective(s):• Support the student learning experience from point of contact

through graduation by making referrals based on students’ levels of psycho-social or cognitive development.

• Ensure that advising caseloads are appropriate to support desired levels of student contact.

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Reprise: How Things Ideally FlowValues, Vision, Mission,

Goals, Programmatic Outcomes

Process/Delivery Outcomes

Student Learning Outcomes

Mapping the Experience

Gathering Evidence(Multiple Measures)

Acting on Results

Start Over Again!

Flowchart of Steps in the Assessment of Academic Advising (Darling, 2005, 2010)


What’s to Come

Plenary 2: Learning Outcomes

• Student Learning Outcomes articulate what students are expected to demonstrate they know, are able to do, and value/appreciate as a result of involvement in academic advising experiences.

• Process/Delivery Outcomes articulate the expectations for how academic advising is delivered and what information should be delivered.


Plenary 3: Mapping

• The process of determining when, where, and through what experiences the outcomes for advising will be accomplished over the student’s academic career


Plenary 4: Measurement (Gathering Evidence)

• Identifying and/or developing strategies to understand learning through multiple measures. Measures can be direct or indirect; qualitative or quantitative; ideally mixed and multiple!


Plenary 5: Acting Upon the Results

• Upon collecting these data during the assessment process, analysis & interpretation must occur to understanding learning. It is important to act upon the results or findings by:

• Developing reports & presentations• Communicating with institutional colleagues on findings• Identifying change from these data• Re-evaluating and continuing the assessment cycle


Small Group DiscussionsReviewing and/or Developing:

• Statements of Values, Vision, Mission, Goals, Programmatic Objectives

• Process/Delivery Outcomes and Student Learning Outcomes

• Outcome Measures and Methodologies• Interpretation of Outcome Data• Acting Upon Outcome Data• Facilitator and Peer Interaction, Feedback, Networking

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Cognitive• Know the purposes, expectations, and format of the Institute

• Distinguish what assessment is and is not

• Summarize the cycle of assessment

• Know the NACADA Core Values

• Recognize why CAS Standards exist

• Recognize how CAS Standards are used in assessment

• Reflect on the connections between values, vision, mission,goals, and programmatic objectives in developing anassessment plan

• Understand the difference between programmatic goal, programmatic objective, and learning outcome


Behavioral

• Describe assessment as a cycle with 4 components

• Explain why assessment occurs in academic advising

• Identify the stakeholders for the assessment process

• Write (or revise) a mission

• Construct a programmatic goal for academic advising using CAS

• Construct a programmatic learning objective based on constructed goal


Affective

• Appreciate the systematic approach to assessment of learning outcomes

• Appreciate the relational nature of assessment within the institution

• Value the cyclical process of assessment

• Value the time involved in accomplishing a full cycle of assessment


Please Complete the Participant Learning Outcomes

Evaluation for This Plenary Session

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