ATS Level I

Introduction to Assessment

100

What online tool does our division utilize in order to track and manage department level assessment plans?

•TaskStream

200

State two reasons why we conduct assessment

• Demonstration of effectiveness • Understand if we are meeting goals • Accreditation requirements • Validating, understanding, improving our work • Rationale for decision making • Support of a division, university, or department strategic plan

300

Collecting and interpreting information to be used in the planning and program improvement process- is this assessment or research?

• Assessment

400

**Image Question** What step is missing from the assessment cycle?

• Use findings to plan/results for improvement

500

Satisfaction, needs, and benchmarking are three kinds of assessment projects what is one more?

• Outcomes • Utilization/Tracking

Assessment Design

100

Statement that defines what the program or process should do, accomplish, or achieve for its own improvement.

• Operational outcome

200

Name two reasons why comprehensive assessment plans are important to a department?

• Shared departmental vision • Institutional memory • Demonstrates the assessment process to external audiences • Roadmap for the completion of assessment activities

300

What are the two primary types of outcomes?

• Operational Outcomes • Student Learning Outcomes

400

**Image Question** What outcome set is missing from the chart of Division/RIT Outcomes Sets?

• Student Affairs Strategic Plan

500

**Image Question** What step is missing from this process of outcomes assessment planning?

• Systematically gather, analyze, and interpret evidence

Developing Outcomes

100

Indicates what a participant will know, think, or be able to do as a result of an event, activity, program, etc.

• Learning Outcome

200

You added a customer service training for staff, so that 90% of parents will be satisfied with their interaction with Financial Services during Welcome Week. This is an example of what type of outcome?

• Operational (or Program) Outcome

300

State three common challenges in developing outcomes

• Too vast/complex • Too wordy (must be specific and clear) • Multiple outcomes/audiences/verbs in one statement (very difficult) • Not specific enough • Not measurable

400

What are the 3 M’s of outcomes?

• Meaningful: how does the outcome support the departmental mission or goal? • Manageable: what is needed to foster the achievement of the outcome? Is it realistic? • Measurable: How will you know if the outcome has been achieved? What will be the assessment method? Is it most appropriate?

500

What do A, B, C, & D stand for in the ABCD Structure of a Learning Outcome ?

• Audience/Who • Behavior/What • Condition/What • Degree/How Much

Data Collection Methods

100

Complete Annemieke’s favorite quote “_______ with the end in mind”

• Design (or Begin)

200

This type of data analysis focuses on numbers; and answers the questions who, what, where, when

• Quantitative

300

Define the difference between a sample and a population

• P-the whole group, when the survey goes to the entire group • S-a subsection of that group, when the survey goes out to 20% campus

400

State the difference between a direct and indirect method

• D- any process employed to gather data which requires subjects to display their knowledge, behavior, or thought process • I- any process employed to gather data which asks subjects to reflect upon their knowledge, behaviors, or thought processes

500

State 5 of the 10 most common methods discussed in the workshop

• Existing data • Survey • Rubric • Focus Group/Interview • Portfolio • Observation • Document analysis • One-minute/quick assessment • Visual methods • Case study

Odds and Ends

100

Connective outcome to the bigger picture “Develop from the bottom to the top, deliver from __________”

• Top to bottom

200

This type of data analysis focuses on text/narrative; and the questions why and how

• Qualitative

300

Chart of action verbs helpful in constructing outcomes, with categories including knowledge, comprehension, application, analysis, synthesis, and evaluation.

• Bloom’s Taxonomy

400

Name three cons of a focus group

• Facilitation requires skill/practice • Results are not generalizable • Time needed for training and analysis • Lack of control over discussion • Groups can influence individual responses • Challenge to get people to attend

500

What is the value of examining past assessment data?

• Beginning with the end in mind • Gain an understanding of what data was used and not used and why • Discover what data was useful • Find problems or things you would change (wording, order of questions, missing questions, results that didn’t make sense or were difficult to analyze) • Prevent survey fatigue (don’t survey what information you already have) • Revisit feedback