Strategic Planning and Assessment
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1 Strategic Planning and Assessment Dr. Julia Pet-Armacost Dr. Robert L. Armacost University of Kentucky September 17, 2012
2 Overview Review University of Kentucky strategic planning and assessment structure Strategic Plans Annual Program Review Annual Student Learning Outcome Assessment Periodic Program Review External review overview Assessment principles and practices September 17, 2012 Strategic Planning and Assessment 2
3 UK Planning, Budgeting, and Assessment Cycle September 17, 2012 Strategic Planning and Assessment 3
4 UK Planning, Budgeting, and Assessment Reporting IE Activity Unit Cycle Reporting Due Dates Strategic Planning University 5 Years Defined by BOT Educational & Administrative Units 3-5 Years 3-6 Months from Completion of Periodic Program Review Annual Program Review Student Learning Outcomes (SLOs) Assessment Reports Periodic Program Review Educational & Administrative Units University Annual 31-Oct June 1 following close of unit reporting Academic Programs Annual 31-Oct Administrative 5-7 Years 12 Months (starts spring term) Educational 12 Months (starts fall term) September 17, 2012 Strategic Planning and Assessment 4
5 University (5 year) Current plan: Five goals 21 objectives Strategic Plans Unit plans (3-5 years) Mission Objective Goal Metrics Strategies Assessment Method Actual Results Descriptive Results Improvement Actions Analysis of Results and Reflection September 17, 2012 Strategic Planning and Assessment 5
6 Annual Program Reviews Annual progress report using in the Strategic Plan Implementation Project template Sometimes objectives are stated as outcomes and sometimes stated as tasks In general, current strategic plans do not include operational outcomes September 17, 2012 Strategic Planning and Assessment 6
7 Student Learning Outcomes Assessment Student Learning Outcome(s) Assessed Frequently, only one per year Assessment Methods and Tools Results Interpretation of Results Improvement Action Reflection Attachments Annual submission September 17, 2012 Strategic Planning and Assessment 7
8 Periodic Program Review Applies to both academic and administrative programs Required every 5-7 years Informs unit strategic plan September 17, 2012 Strategic Planning and Assessment 8
9 Our Review Satisfactory means that we think it will look okay to a SACSCOC reviewer it does not necessarily mean that it is good September 17, 2012 Strategic Planning and Assessment 9
10 Annual SP/PR Review Observations Many department reports look fairly strong Defined strategies and reporting Not all units list related metrics Quality of assessment methods and measures vary significantly Very few units include any operational or performance outcomes or measures Needed for accreditation Satisfaction with level of service, adequacy Primary focus is on completion of specified tasks Lacks measures of the outcomes September 17, 2012 Strategic Planning and Assessment 10
11 Issues and Needs Better understanding of focus on improvement Better understanding of assessment so outcomes and measures make sense Better understanding of how to construct an outcome related to mission Better understanding of what kinds of measures can be used to describe outcome performance levels Better understanding how to interpret results and develop appropriate actions to take September 17, 2012 Strategic Planning and Assessment 11
12 Systems Supporting Improvement Annual SP/PR Reviews and SLO Assessment Program Assessment Strategic Planning Periodic Program Reviews Budget Linkages Share data and information Inform budget process Differences Different cycles Additional data elements Different purposes Continuous improvement Evaluation Planning September 17, 2012 Strategic Planning and Assessment 12
13 Performance index Opportunities for Improvement Performance Improvement 80 continuous improvement continuous improvement "breakthrough" discontinuous improvement Course and program assessment: Continuous Quality Improvement Strategic planning; benchmarking; periodic program review; focused initiatives Period September 17, 2012 Strategic Planning and Assessment 13
14 Assessment Definition Need a common understanding of assessment Assessment the examination and review of evidence representing levels of performance, accomplishment, and knowledge Purposes what you do with it Formative assessment focused on providing feedback to support improvement (e.g., not graded) Summative assessment focused on evaluating or judging the level of observed performance (e.g., graded) Important to separate formative from summative assessment September 17, 2012 Strategic Planning and Assessment 14
15 Levels of Assessment Classroom assessment Determination of individual student performance at course level by instructors Course assessment Determination of how well a course is meeting student learning outcomes Program assessment Determination of how well an academic program is meeting student learning outcomes Determination of how well an administrative or educational support program is meeting its objectives Institutional assessment Determination of institutional performance September 17, 2012 Strategic Planning and Assessment 15
16 Effective Program Assessment Should Answer these Questions What and how does a program contribute to the development and growth of its students and/or the support of its customers? What outcomes are you trying to achieve? What is the level of performance? How, using the answers to the first three questions, can you improve the program? What actions did you take? What are the results of these actions? September 17, 2012 Strategic Planning and Assessment 16
17 Why Do It? External drivers Regional and program-level accreditation criteria Documentation that you have established an effective assessment process that leads to continuous improvement SACSCOC, ABET, AACSB, NCATE Baldridge Award Internal drivers Good management Quality motivation Knowing where you are Knowing where you have been Knowing what is possible and how to get there September 17, 2012 Strategic Planning and Assessment 17
18 SACSCOC Institutional Effectiveness Core Requirement 2.5. The institution engages in ongoing, integrated, and institution-wide researchbased planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (Institutional Effectiveness) September 17, 2012 Strategic Planning and Assessment 18
19 SACSCOC Assessment Requirements Comprehensive Standard The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness) CS educational programs, to include student learning outcomes CS administrative support services CS academic and student support services CS research within its mission, if appropriate CS community/public service within its mission, if appropriate September 17, 2012 Strategic Planning and Assessment 19
20 SACSCOC Assessment Requirements Comprehensive Standard The institution identifies college-level general education competencies and the extent to which students have attained them. (General education competencies) Federal Requirement 4.1. The institution evaluates success with respect to student achievement consistent with its mission. Criteria may include: enrollment data; retention, graduation, course completion, and job placement rates; state licensing examinations; student portfolios; or other means of demonstrating achievement of goals. (Student achievement) September 17, 2012 Strategic Planning and Assessment 20
21 Mechanics of Assessment To improve, you need to know your purpose, where you are today and where you would like to go this is your PLAN Mission (purpose) Objectives or outcomes (what you need to achieve in order to get there) Measures (how well you are currently doing) To improve, you need to take action RESULTS Analyze program or operations to determine changes Plan changes Take action Assess Impact September 17, 2012 Strategic Planning and Assessment 21
22 Assessment Cycle Results Phase Assess Impact Take Action: Implement Change Mission/Purpose Educational Goals PROGRAM Interpret Evidence Identify Outcomes and Objectives Gather Evidence Identify Measures and Methods Planning Phase September 17, 2012 Strategic Planning and Assessment 22
23 Educational Outcomes Institutional Context Coursework & Curricular Patterns Student Pre-college Traits Out-of-class Experience Educational Outcomes Classroom Experience *adapted from presentation by Dr. Gloria Rogers Timeline xx years Feedback Loop September 17, 2012 Strategic Planning and Assessment 23
24 To Why Is Program Assessment Important to Faculty? September 17, 2012 Strategic Planning and Assessment 24
25 To Why Is Program Assessment Important to Faculty? September 17, 2012 Strategic Planning and Assessment 25
26 Why Is Program Assessment Important to Faculty? To improve your own teaching Provides ideas for growth and development of the course Allows a group to see how well courses are doing to achieve the goals of a program (compare) Discover that support services are missing for the course See if the students are learning what is intended How teaching translates into learning Find weaknesses in the course and program and delivery Find weaknesses in student preparation Assess what was really learned compared to what was intended September 17, 2012 Strategic Planning and Assessment 26
27 Why Is Program Assessment Important to Faculty? Are students learning what they are supposed to learn Think critically about why students are or are not meeting the learning outcomes and the student needs Motivates the students to engage in the course Improves the classroom experience and gives positive feedback on success Gives a sense of who is doing well and who is not Helps to change the course design or change the assignments Helps to determine when it is the students versus when it is the course that needs improvement September 17, 2012 Strategic Planning and Assessment 27
28 To Why Is Program Assessment Important to Students? September 17, 2012 Strategic Planning and Assessment 28
29 To Why Is Program Assessment Important to Students? September 17, 2012 Strategic Planning and Assessment 29
30 Why Is Program Assessment Important to Students? Gives the students a feeling that the students have a role to play in the course Working together to ensure that they are getting value out of the program. Professors commitment to the student Confidence that the current course prepares them for the next course Determine whether the students understand goals of course Students gain value from assessment (along with grading). Assessment is more than grading. Students learn their strengths and weaknesses September 17, 2012 Strategic Planning and Assessment 30
31 Why Is Program Assessment Important to Students? So they know whether or not they are meeting the outcomes Students take charge of their learning Gives the students an idea of how they are graded Helps them organize their schedule (due dates) Helps students know how to schedule their study time Know what are the weaknesses to focus their efforts Increases transparency in understanding expectations Better information about what the faculty members want Grading is less arbitrary if tied to learning outcomes Helps the professor teach them better September 17, 2012 Strategic Planning and Assessment 31
32 To Why Is Program Assessment Important to Administrators? September 17, 2012 Strategic Planning and Assessment 32
33 To Why Is Program Assessment Important to Administrators? September 17, 2012 Strategic Planning and Assessment 33
34 Why Is Program Assessment Important to the University of Kentucky? To September 17, 2012 Strategic Planning and Assessment 34
35 Why Is Program Assessment Important to the University of Kentucky? To September 17, 2012 Strategic Planning and Assessment 35
36 Why Is Program Assessment Important to the University? Accreditation Recruitment better identify students, help students know expectations We deliver on our promises Continuous improvement Be part of a learning and teaching community that is interested in improving programs Supports decisions regarding resource allocation September 17, 2012 Strategic Planning and Assessment 36
37 Why Is Program Assessment Important to the University? SACS accreditation and other accrediting agencies (AACSB, ABET, etc.) Be consistent in providing the education Accountability need to be able to prove you are delivering what is promised. External recognition of the quality. Forces the identification of the learning goals for the university Preventing the institution from becoming static. Focuses on improvement. September 17, 2012 Strategic Planning and Assessment 37
38 Identify Scope of Assessment What should assessment include? Assess resources (facilities, students, faculty) Assess processes (pedagogy, advising, feedback) Assess results or outcomes; plan changes Who receives feedback and how Academic program assessment typically focuses on student outcomes (learning and program) Administrative unit assessment typically focuses on quality of products, processes, and services May also focus on student learning outcomes September 17, 2012 Strategic Planning and Assessment 38
39 Identify Scope of Assessment RESOURCES PROCESS RESULTS FEEDBACK Students Faculty, Staff Facilities Curriculum Instruction Student Learning Outcomes Growth and Development Alumni Employers Student Development Opportunities Success Parents Space Advising Satisfaction Community Physical Resources Co and Extra Curricular Activities Service Students Financial Resources Resource Management Department or University Reputation Faculty Community Impact Department Program September 17, 2012 Strategic Planning and Assessment 39
40 A Checklist for Identifying Program or Unit Needs What are you assessing? Why are you assessing? What do you want to know? From whom will you collect the data? Who will see the results? How will the data be used? How often will the data be collected? Who will collect the data? September 17, 2012 Strategic Planning and Assessment 40
41 Developing an Assessment Plan Include mission or purpose of program State primary functions and activities State why these are done (program purpose) Identify stakeholders Include a sufficient number of outcomes Program outcomes (student learning, operational) Include multiple measures for each outcome Direct measures Indirect measures Include methods for measurement and targets September 17, 2012 Strategic Planning and Assessment 41
42 Discussion and Questions??? Strategic Planning and Assessment September 17,
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