PLAIR Consultation Tool (PCT)

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Barrie Golden
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1 PLAIR Consultation Tool (PCT) Analyze Learning Outcome and Available Data Program Assessment Data Qualitative data from faculty Task Questions Comments Identify the target outcome Define target outcome Define desired performance Which learning outcome do you wish to improve? What is the rationale for focusing on this outcome? Provide assessment data / rationale What does this learning outcome mean to you? What does successful attainment of this outcome look like in a student? What is your target? 1

outcome do you wish to improve? What is the rationale for focusing on this outcome?

2 Analyze Current Efforts Task Questions Comments Investigate current efforts Hypothesize What is your program doing to help students achieve this outcome? Why do you think that students find it hard to meet this outcome? Why do you think the current approach is not as effective as it could be? 2

3 Analyze Current Instruments Curriculum Map Syllabi Assessments Assignments Course Files Task Questions Comments Analyze Curriculum map and identify opportunities to address the target outcome Analyze Course Syllabi and identify opportunities to address the target outcome Are the outcomes truly practiced where indicated? How do we know? Do the assignments provide students with appropriate opportunities to practice the learning outcome? Do students have sufficient opportunities to practice the outcome? How do we know? Assignments and assessments Are there sufficient assessment opportunities for students to demonstrate the outcome and receive formative feedback? 3

How do we know? Do the assignments provide students with appropriate opportunities to practice the learning outcome?

4 Analyze Environmental / Other Factors Task Area Questions Comments Teaching Methods Resources Do teaching methods optimally foster the target outcome? Do faculty have sufficient opportunities to address the outcome? Workload/class time Do faculty have the requisite knowledge and skills to address the outcome, i.e. is there a need for professional development or support in this outcome area? Can students be expected to do more? Communication Is there a breakdown in communication or coordination across sections? 4

Workload/class time Do faculty have the requisite knowledge and skills to address the outcome, i.e. is there a need for professional development or support in this outcome area?

5 Intervention Description (see Closing the Loop actions list on p.7). Rationale Responsibility (Who will be responsible for initiating and managing the intervention?) Resources / conditions required for implementation, e.g., Professional Development, technology, buy-in, leadership Intervention 1: Intervention 2: Intervention 3: 5

intervention?) Resources / conditions required for implementation, e.g.

6 PLAIR Implementation Timeline (be sure to indicate pre-intervention assessment, implementation of intervention, and post intervention assessment, as well as consultations with OEE) Action Academic Year Intervention 1 Academic Year Academic Year Fall Spring Fall Spring Fall Spring Intervention 2 Intervention 3 6

consultations with OEE) Action Academic Year 1 20-20 Intervention 1 Academic Year 2

7 Closing the Loop : Possible Actions Taken After Conducting Learning Assessment Changes Actions Program revise prerequisites revise admission criteria revise course sequence add or remove course(s) Curriculum change teaching techniques revise course materials revise course content change topic sequencing add or delete assignments revise assessments Academic Processes implement additional training or professional development modify frequency or schedule of course offerings improve technology revise advising standards or processes revise admission criteria Assessment Plan / Process revise learning outcome statement(s) (Be careful with these) revise measurement approaches revise analysis of data revise data collection methods revise targets revise sampling procedures revise dissemination of information process University of Central Florida s Assessment Handbook University of Texas-Austin- Making Changes Based on Evidence 7

training or professional development modify frequency or schedule of course offerings improve technology revise advising standards or processes revise admission criteria Assessment Plan / Process

AY2014-2019 PLO Cycle: Five-Year Program-Level Assessment Plan

AY2014-2019 PLO Cycle: Five-Year Program-Level Assessment Plan Master of Arts in Education Program Kim Tolley, Program Director April 15, 2014 List of Program Level Learning Outcomes Curriculum & Instruction