ࡱ> ngbIIJbJ`\PNG  IHDRmnm`PLTEܼ(ZikkAt)Nm O1ENUOu~z=ܳҨo5;5-bKGDH cmPPJCmp0712HsIDAThCZ#ŐDK[-_|ðrZוwyo o1 nwtEAZ[ܿwͶz{Y4C7\?ZOhuYn牫./_3 ŵ8N#@v:F.!'Ѷ)=dk6w]Rc=7[w7Kֹn\m`SnOc4MYmk1\ kYȫQ4n"vGхXl|΍ΙBfO,Ys]3Ep/7ID#}\Ù_6 C&ƌ_>mVT c~t]h /hi)<.<52yn[B;UKḨd 1/QE(pOլ2V4O-|qHGi!tj Z6ߡ>z"mW }!)>aVf3[] !֬TX'4;U[<" n;P(),W5h֍Nc|n;ѯ Y>dPY8v4H") 9KIdsn^RjߨZCpD)ױ69S̏8L0껋(x^a!a]ԧS,>Tc3p&$-7,!2<xsq#"V񆎲%1~\Op8s\J9=śߙAp`Ÿp&*e,}KEׇa^ F:Bo_k T\^`*%hDڰ, 4R5$?ʌn3b2 \u.#{򬽱9yJGl9\E[|H9Sijf!_ W낺d$~'\uKCF3,)쇮f). z"hOz'E1KT.HmSc,wS ,-ZHzƶS/g6o<8yNC$o+b0;2JjVqt0;SԌM..<(Rc!I*94C#ֽdXHYQ"T {.DBJKHKƿ賚e6D|hl)~~_пIteXC6q) 2㰑_59btwue3{8$:mVw!Boyq%w\DŲoG򧼨 ZbTbo+5O,ޅA|3ƲvZvFD,hl7$C%ȄS$jؐ@#3L!1[|}Etj"gyShX\, 4F-0ixá?w 'ԴoC}N(aar OTpBӷt=.f`ʋ$fԛ+aϠ& (8+_ wƇyBCH6bA+$d5 ,I]/OFŽ9Z!^C* 2QHRƀyrWCY6+". kRT*Z1mGt"O*+}%3V$V(e0W"$,2Y<IVl#18 :ag=Evp' S:UA|a,/D^>] 0 \Ahi2َ6fO580Y*6pV Ll7G#VT=ȓ$Gh"]:aGSȰ.NhUW wIM@HԍKJooY!Bi=: ۪LDZV]8ٍuIcHX"ҲU4AEn ?L6a.0jB-c9L^[GAJN M1 Eh8_.]7܈# xgRGX´%X K(e1Pܨ[ʼ[5L+En>x^R: )y*$$j%[H"Y.˅E27˯n;m"QubbJ]`pTO.A&Gŗ+y.[FlEGKMiJAaJ AZބ8xvb PQM-23 ,C4d+hk,RߑTa"ͅ*3+i\넬]4o* +:גn:h'Wd,,_ۯ xdQlBӼP{uGSE 4ѪY7 n#HKd`a)̡u'-r!X4^CMFꑭ*AKD ?K#ޫzГr8IXc)_2XWPS*<j=Xr4HŠX\Tb K *M+I6H8RrKkP{ѤEœ-`Ȳ]ДwAkOo²`,I5.CtKZ#]eUUEĊV\~ez(H:džI7nn/GV47J1J)bJSWЎ E-5$hE1*$U .#[g,Ii5x`gyjhZ71p)(j*+dT}J&:<ݨe7z.x'S.E}3 ŕGZݞ/ teZ9ہ3'VKESqNP%U;+ T:] 1D~I$*BЀ,%vװ飶>l#R˪JtUHI A2 ([NTriwO\GchHΚ ^*:CX3p7NӪ)6e i6Em R&|2hk&A^:Sv3%pkFffMINaO;r)/ |_% H*/+<unҊVWj'z+ƱLCfI[iX2P )@w@M7yiUi?kTi)^-P<%SbE}Mh;ZLVB~r#=V6…!Thi9hs2 3C M( WWm d&%r&brk7+8@:(,UQNc(΁նC:}UMw@ZPk.TEEYYG%u V4#,Gz˖tX7ڕ_'Ƕ3]7=-VUӋżlRFkuWg ?:w (֡IENDB`n6y7~W|L׺PNG  IHDR/`PLTEFFFXXXff.666##"fIf3)̲wwwf̙3ꠠfff̙f?33-RbKGDH cmPPJCmp0712HsIDAThCmw,QHѨmӴKg@s6E.,Ğq#/5uu}ؔN|m5sQ^$^4vG͏ns~S<J}]UUVeHo:H*;ov:?Rehh]S*wZ\ݵ?gh1ejA; Uw ]v sGooCz4ngPvÛ& y_q‡*)wL7̻7:Vhk~n@!=}VDz%=KQ$yOI̽ gy\(8ۀ;}ȭx$>sw5GK>|7 J}e*6 7T#&nR^1<W+oҘyNO Z*wnXAgh}qxrؕWn_:Bs(9fKiɟ!倒(( ;#bBSe a@ y6tPa٢r _}STd[҃+&j1/JuIu?GğL} Rl$We"Ec$S)9' j(/ k}G!G3MtU%ǀ=.0^scPǼ_,g_Q;ӻ<ڹHzfKN?4;4dKTa"8԰]nD"d$$܈p)qi Z,s?jlrqI(4ëpel ;/)r!}s) iYv[)("G(A=QZLceFB !m9!< a=+Zcy,D,#7ܤ%gre C=o;pUq1ҡ~9f;6I=Sp mqE!J(HD&(#eR47œ9~1P*l|a,z4> :ts;[xbq_34B1AW1 {$lt^%!)OsSJXΑL/'eڡ v< N!op!w:iɬin""70h[jڱGKAQ!gqV5'[k*&?r{J00( ;Z8?qw'&=ԶX5fw|Wܬ=[5Wx,7t=3Wy<*d?7-߈ w0+lrhk+k5qǛ7}sBNvb/޾W_~tǣu~7f Ya+n!'Z) GT>s%w񕻡CYU&L @="Ѷ۝!FKn Wͧ wr&nz(-}}S㼩H6%гYBkn#)Nhj%o|bUϨߦs:KFps<8aޞc :k^04t@^5Twt9:U_~as#t摇ahdkFdmO;\.V|;EU9?+u㯫:y}~ WK|M:swQ;ύy"'D`j' jȶy !.͜pt]*tIENDB``! Dl#dġ5n%p=3 `vxڭYtVŶ9/M` H' (]zGM@@$H/B U.RIH?3[]o޽k%k}ksϬp`L˜bc!XoS 6e3y&d xߙE@ d*AF ;<#w>plWa \\h(kr >bCظ@,fli #[kGqC`5n LM&4΃If7/0B "pʾH->=e:q wpoZ0/ '&O5+J ƚF,n.2}#8ACzK0^M5#\bT\',`F>B ޖKp=FBٟ. dwU겆_X6A.IEx"6u!7BWZU^_;כh'zKo흵py;^5Wkx\Io+vE {Of/Kx- Vb7 k{_bo ~^*pԙ^v+Ķy;e?z)]vҫGhƒכ00w~+{^ċ\We(ʈTUJlWo*\H]Z4O7Wv=E{\W4r^/Y%_ڇa?/ Ü5ka6lhcteEfn~n4lC̕6;\@:!, Ee՛i5VU^sTE([--T/9ǽdob:ҧlLc(Ǣ+;lj$~qq}+A(;.zBQ2tBz~~nV)~[US:d_TyS?j*W_ϯS^MZAuj;ҧܟFTB`#FJ~QOz7Żr슊>.E*]#○_H'>Ϋ^uܛ{Qj^r ~Y9ʫ%z/di)ށ8wT?tBzYaI |j,ePm!b߃Rlf)&;= @P*L%yI'>ݳܰ(մ$;#6_I'>z߫'jߦnj)_Iv2_XnH>U5!HDuM~,ҧ|9s72xFtwU7>;%#=UDy=xHuTtBz0̮5^8OU2c!8T;c'!;aLyaߝޡKΊ沔":ܲ='[llw?LDQ! wF~Ly??G|nN:!,onfWa?Yw[z$M0=߬=ߠ?((Juͩ~iS*uPknW+L&(V\jJ`#)ޟ")05qK=+Ɯ`zcfVl${/coLe?FDy( KξW!َv\C fw$>ֶo'~m_SP;!oH'>UqeuWM~ʆsdSW'r*+!_!8(ݷdq{˓NH/}:dkvv{v.4;l;{_]%:e;$[F%>޶G(/N#,;Y k#?+y-Sf*/b]Zv-eaCae dzu2(>RXÚl&>^CZv5r5b uUxM * Tqzש(JEU g:t՛0g/|Lܠn T&c5B % jS5W딓1$5Q&תF%qCnQqzQoGTE,s`k 3\C W+] L].2.`Bh\0ϕ%U4^<v"䇭.qP_K3˥5ܧkGiK}7ߥxy-9ʅJи"u 5 4t] =_?,Cҏ ]opuC X2c;~PB=L% 0` a=w8 !g8Rs#*~ ױ;e#VX`)؊%H8 HX`L8,c4w` օؒ0LK [Zl [15l]}`>c`0HNk@/м09 P _4>f4_ e5YUhjAGV0uxXdž7l,gpM;tj|@&>rxC!> :9xE̋ y Yy!KA1^͛û31Ј4x'BU"fɷCmTv%̓l:Laa44l tf5X7>msx'' UX,7κ w06\Gx+pv<kt_BO pƯ"gB:pZ3>h]uy n > ts 0ЗƝkN:n'LhFSDY~Yx. P~ {$[b3Kώ;эf͒Da\df~!n,q o1N$$ 'ħ8^tq!`{&$Ŋnf 1ŋaǸ1*ڻNk-pEVWW8[]ܳU9[E|GXKŶX`[Exl8iWU\G+{qγmy*}2zjخj6}N0+G~߮ѷu5T'b~fL*[jn1o?3:@0ϬyUU ysՆgSy˷Z&$9M9Aު%ߪjg2/zTS:3ƱQeӼ`֤0$f{bVG&7ۦjd 򓹀z՟PQ}f+ K.*!7{b= vۯzB1ƋIve{ajko#[X̶D}M9VMYei|mn]^Ņ0WNo%D%WFtѴ~jN'u#\oZkt7L,q&dH=Zo]wȎ]DA$JaQۋhmE7l# +O Y<aE>_cD=6NtbbBYBh/箊?9 |{D}C|+b.naq'_y_O\./&Sx%yה{=7wƿ){9+[@g8H>NnxsO$~VO ~'P^,'P]?3|<2SoS?XHɿI-@ck(Q>cْ6vnD \'5K\Ey.iC?ѽ Ǻw5ܲ6t_\0rp /jpk;M4SXV9ؖDQpJJ|xVnVsu8Z-etXPecGð;ބ>Dc/G~%,R~/om_ G=$\'AM3|⻅/(1oϬMZ*,c-"lJt{_ gdYȾkCxҺOwT|a8km^0ĥ0 Kɫ|GG;IOKNO z>Vٴ/M|cmk'?ZEo:Ց>Ա>3ɾ龋釹~׺[/[ߺ>Z' 66/K}o_W_~GώLP.j~ٵ`] @p:8đ$;hA_l`uK- L ^cdK B:q0]dTI4{PL35C0m-x9".g0fl98\KK AN\% ~u-sSp~ 78Fܘ`tSvnz 9A)77 9X~s:+3:-8=:1ؠce:*Ã:87h=F%5-$HZ3PHpM"3;8*كݒ)Ho]))'q0N> Iܠ (Wr rŐ~uW܏v[nN8㤫\pIqwwюvͲCnpln\q)lf;o}HAٿF?ǥ'O\ǥrЗ>_[|,1-}鑁>3q5MʏaA `1aV˜޵q~i|a[vMa3ֶae;+aI'a{6|aƓ"4e%,—⾴e/kUYWɗ{q1}Ak[/Fܶ1_! [%{}'ʹo?eCQ`Dx@ve]8JV}dqJd:0 ɘ0:|qQL 'bfs*V V;yp(̄a 0~ >'DO>Ou1w5O} !'V iL|eEh[ihWi7hOey0rae\˂-Yj8k}-`1" TZ[ b8b2%xa8y<;xbȢ}K,w-ܲrÊu+/?[Uj5>}#Gmղ&I̼,:: D㬑:Ҿ6ZbtAvxA|8 nqCfkFZ7ֆ ɶMelalͷݷv-n=vֹmd5K !A Q.nU7a.nx@8b"V1aY4(+]cݵanR.rԍ-n|뾕I;6J$]Dc:QKc{b"*Z7}2q\7.;,st֝GI+=,53Q/Jb rG%y)?[9,ml]#q[I3%:D*j_]&T>:R+K--t|QsYn\zG2@cPz( 1Vbx}I3.XWF/`v{0͸qWPG:#WmS⹦=MkgUqLAvlnźƖ2[lNeeuWoGvR3"yk?Dҗg?Wq=QS/Ե~[.=ts#Y|6`n4EJ0 {Ʌ\ ˯a7vga{y$3_ORWs_T:A>9d"}9%R~fDY"d Ju-͙Ztob1cE09 q♽dz8>2:J "GQnlZ2\_1^ %bK$"GʡFi)*RuI^.Y_2b$Iy+% HBx8#q]b|D%VXZTTEX}mu՗d/O_xb:u[~βu{f9r .&>vq\$$| 6+m)ĵ5⸶]#ʸN:}! F]7Lw=*v8손$Cv 7]SFxJ0fK,#XTDd|d\wt7nevQ[H;ֻ6w$čt+YVFDnDN1Ѯ;gcmtb8=X߂}d+ә1f1s5cMYa3lB6lNn٧rJ0++cM˼O=fv2ifɣ̘;֕S#}Ph8KyhрS+g63a ۀ q/ad!]DB3{o≿8ᘿO!V3#юhr ֗g!߇~ lQC1|TQWG=_ }v4#{iF&'EEgS!O{7.Qf8v39I=q V>"ByѪI#f5 3NRS3fK-3eJ&γ 1뢸4ͥ.gjIIVI ḽ+5\~I=WU&µ% _N]d$T]+]7:vNVk&?^U.'dz5_Rq`:]@uwũ9sH ;hQ`^\'.A=y2M ևOI_3N??]J^#giOЌrzɘp8\5>ݜ=ƖPkGNᱹ"%ݳ}s?#*79-2$>簼,6ϲegQe ICK*_bj1sL GH!@vF9C+MsG>b6t҃BH-kUtEYyk9c9ZZ9lytyT`TMIm@Fx$i˛/iKi+%"lu* ~)ZȤ$QFK&Avmn=;be .ߣRz.TR^J *ZIrk ɢu%6Tژ^ %U[m(ٖgJ_;Go.KI9#9F?>(/DI3>e}֖__RKg Yd@BEܖ [.#l5AF)o% 1F-y+[rϖ[~XN}k.g9ZRjJќNV[zY]5a;cZo=L+;l쵹~Ͽ틯9%:M0יE0ٰ۹ʱ."9+kH»紡6Ҹ'r)aێڻգ:1-d<,s֑UiS}n&9To q-}ی?9;wG<[';G#r$oTIMl7ӗ=| }4S;2ۍ4eLjzI)!t|K$n$k^/dq/*k s9rV7ݯBr~I$pܗJQ\M2-nssd&xaON_ucWQ^Bֽ\ 0+ x›x' y# rpcl;~'xsg.\p m2{ E<<}w%cNwݯݫ.?- :Aܡ5hJAŕ+l!爛3MI*+|}fr$eTA5\>QDp::j$y/ /*)\/*җw *"e0{MMs#hUOt\8]F4+t]gV;/;.62ϭb^^,0r99z)Ȭ%3[XsKddZj˕^KbQ]%}"]|EF۞B2uS䝌 eN˱_HjFVm" k)N) -s f/eٯWeNϬAQ9QJ2F͢9%f|B51+S(ٷ͙1sW%'LWYz40KW`Z:u2DLq0ysc@,by &N\a_⎶Mk ~{5-vjQjZX9wOj!Գ[Cr亩E|bxrA(kj+Ժ衕1k גE͜4F #59GtDUP2n%GO$y(r5QUfo%&0cK!+GdTʝ!s>pJf{E=Z㍔RItdD9 <%eKy6|kYe]d$i _[ igYIq+#ʒتԔ|=r۷k@?r/~꯰L(z'u>.YuϥS}~ @_T{ډhR>f%?/>./a;9#aR9"q"s@ƣޅ9gC&}V`3|!%pȗ_ O}5DZ /Qj`V,?ZV\4i%o,f[\cyHbyu֧T h㣬=FL>? Dx~a*X>C3;^I;Õv:fWÁv/eo/-n}O+{[ >71- l#GX[C]-}e/,ukcհϭ)v0kh'Vۉ#Y1>f<Vm:Z}tVe]@a6l&RLl0Na]z؇ /,җ5BNzIw~ΧHkOBzkj{jҋj}b/A*ZLd䰵e[)mdUϭ6/,6kMۯ u,k\=+X}غfki \;)΍x KL#&} aQlkogоwlbs\yJ[Wer-4|͚i.9flkZO&iO3[bIV{*qElAAVӃI^z{EaBJؗRʣQZS_=*//x%,!%3)kqޟ/j3Է[#mkv6`4mmPQ*D)˄ E-: ۟VCVv묈-!fD?w#+OۊYF+nYIKne-ޭ%`8VǢ[]bM=/l?G_&5Ue}MD9_ΞzXNm_6]mu8 ۼp 7M ی0.1-k`AÙ#an[y廰˱p\ 7J4O}jxX7&D{D{F t3|-]Z_IwrzؗS^ϡ}F}S1FED5D%Dޒ(m>l'ځ&ֳ%i @5KH<2d_وOHn).d\oi%a41%ur+?PF~GuyGsymCl;8)?㰜v9ղd5&B  B_><˾;;c0iS! I3J'̑!=0c'IA+Éa, ww !7DA>,3ʳ巡ٗϱ-$ѳո;KՕ57go Mͱ%f&i.ICesB k! > e<5F(q$&ROy>mƒ峦Խ*ڱl*?y6b DrȬVzI~L4qY`UN~ƂפS3F-3jډbHz뉆϶7>\s0ʵٷ5'͈DS5g!\5J!˴.3>)%ٴ"LsVCf#,ɸB업IO^#$/!|E&baKa{IJ6Uf3}(j%% dŕ>lZ9R759~z>92&3ٴI⓴փT1Fʰ:=1pݴݨ\ϣ#\|)+ҋH~Jh{f>o}wߚs}fz*RNnHE{JRf~V%O7EF, [ZǢR㓷e¥OKY 7_p(UNUwqX~+Ͻ'\ooxY^7/h}*Kں}F_C]\:I> 7d*1aި=ڳv=t:h7%jm0/ oǹ TD5YMޣG4@9EYC?w3RSI~NX rWT lv`bHqˁ!ssUe- [8D0qx6ƨQd]-U"Q/Hּrjɋe-uJ9^Ԅu0 jMYZn,WluL{s r;M'ut稓;Bwfn %ש{G-k_;8cDJ %eU*P-~*ps*nLm:hA{,A:F8}[ gKO| A{v=OaOj a u+CE%8V)E\ͪ(^@LܭZ5IH'؈l*jyzBFXC"^/`fa/eEiZnRT1Y%D]1 R r M4t xwj>д2>93<%y-=N_ IWPeda?TR`'%gVFu񼋑ICT@. E QxAy-KE-̂D Q4>.,7 7ƈ"*a }x$# -y>4d롚{N| _epvJw o-!gkh~cQob7W(%ZMₔEG~0N$axAn/V\i4Utw,t'0 TZu3,JYV$vܲC lCE_ at*ux nrG$/8 n$\vZɶ=%<;rAjxFTKnu[Iyx=,+7oXB%$,x+kUe8'yf~fvٝ ˥Fj*ZVQrD]Z%9>S|GO dU0\2gQߢkfLG[YXN8^^z[q$|隘ȴs+k.uh"N\澥^}~E vEEU4I2vkc[wt\iX0Y|KȣHId5R~s)t}n"cP& !u:wũUd}PwWں^-e]^>?cⵎ&۞s(䪉Zo"GU)}AJQmG M=Ş~K4-|3AFdl*S;dwȮ颜ʊv{6Nn+M> $|E4}lu)$b0/-Jn kOpe(U'hk# ,ȸtе_]o>ndY9ĵ2?l FgsSO  ȍ(Y -CUaJr+,7P~LgG+:i:?`!T+ZD=lB5 no( U${o MzGo!VMo E4zTN-Ji5SS3zS=o[iz,/|⥙N!SK7EcW3M3QQ1uaSB$+\=&4x^n:BSgb<87D`ϣM#l/5SyYwY˔R{> ~~URy͓~fK2Bz<_7 KjXSY[*/tGgt[Oe͒4]o7RgEo74W%p5zȾ$TMmJ!tO~Hk%1gpӎ22ADQokaoK6Z$b!z%mh7w^X@=STQ '~E-c+YVc.H}[KI9sA7\EW ͓~]yd8:cvgWf"50h{b}3xA}dZ=ī0 i~;7e~cׁpگ ~^U}] JOҧQ?_7BcstS4؛:D8A9ikB W^poi~{a&ce[-7J0ZFnA"{ЅA邁 8Sp˵nDsO<@nQ< )Gny</nvvyo[6ap;ZO~AGc58V#gn~wsyL咘 wod^˅U/0~쫐d+0:뺛 HF6J4 5yfg R!1ߡBPY(j   ,lhttp://www.ncsu.edu/assessment/symposium/symposium.htmlhttp://www.ncsu.edu/assessment/symposium/symposium.htm^http://www2.acs.ncsu.edu/UPA/assmt/resource.htm^http://www2.acs.ncsu.edu/UPA/assmt/resource.htm  xhttp://www.utexas.edu/academic/diia/assessment/iar/index.phpxhttp://www.utexas.edu/academic/diia/assessment/iar/index.php Jhttp://www.planning.iupui.edu/51.htmlJhttp://www.planning.iupui.edu/51.html/ 0LDArialԖ0Ԗ0llrb0@ .  @n?" dd@  @@`` 9      )$&%) ,-034567`b$bIIJbJ`\o$b$6y7~W|L׺o$2$Dl#dġ5n%p=(L2$ f`%c2 )t1$2$,;luʘ`ekA;q_uZ 0AA @nʚ;ʚ;g4DdDd b0ppp@ <4dddd8i0lr <4BdBd8g0l0___PPT10 Z___PPT9<4?  O =8Assessment Bites #4 3.01.07 716.839.8567 msteadma@daemen.edu Daemen College Assessment ResourcesMv  Just Do It Assessment: A Five Step Plan for Busy Faculty(<(9$(Assessment Bites #4 March 1, 2007 Presenter: Mimi Harris Steadman Ed.D. Director of Institutional Assessment (716) 839-8567 msteadma@daemen.edu "P,g,B7Agenda Assessment at èƵ Focused Five Step Assessment Plan Developing Learning Objectives Collecting Information Using Results Good Assessment  Workshop Learning ObjectivesParticipants will be able to: Identify different types of assessment at èƵ College List the steps of a basic assessment plan Articulate learning objectives for a course or program Describe a variety of direct and indirect assessment methods Assessment Round Up What kinds of assessment activities are happening at èƵ? What information about student learning and institutional effectiveness do we already collect? &"Assessment at èƵInstitutional Assessment The overarching plan for collecting and reporting information about institutional effectiveness and student learning across the institution. Information collected at an institution-wide level, such as enrollment and retention data, and surveys like the NSSE, CIRP and YFCY. Core Curriculum Assessment Assessing student achievement of the core competencies, through direct methods such as capstone courses, senior projects, and other student work collected via course instructors or e-portfolios, and through indirect methods such as student surveys or focus groups. Departmental Assessment Assessing student learning in majors or programs through direct methods such as written student work or performances, capstone courses, and success rates on licensure exams or national exams, and through indirect measures such as program reviews, job placement rates, and employer, alumni or student surveys. Classroom or Course Assessment Assessment that determines whether students are learning what we think we are teaching, and assessment that provides feedback to learners. Direct methods for classroom assessment include assignments, tests, papers, CATs and projects or presentations. PPP PP5PPP@49a  " 5 Step Assessment: ACRRUBRAINSTORM the basic steps of assessment: A is for& C is for& R is for& R is for& U is for& <*2" +2$*Focused Five Step Assessment Plan (ACRRU),+$((( 1. Articulate learning objectives -As a result of this program/course, students should be able to& (*Offer instruction or other learning experiences*) 2. Collect information/evidence -Using direct and indirect methods 3. Review/analyze data and reflect on findings 4. Report results 5. Use information for decision making and improvement tP"Py" P P$P{PPy"/1  !1. Articulate Learning Objectives,"(((Before we can plan for assessment, we must start by defining learning objectives. Learning objectives describe what a student knows, believes, or is able to do. Consider the alignment of objectives with your program or institutional mission. Learning objectives (or goals) are broader at the institution or general education level and get narrower at the program, department or course level. Learning objectives guide course design and instruction. A few will do. Stagger your assessment and focus on different objectives each year. Z -Why learning goals and not teaching goals? *.(("(D The true test of teaching effectiveness lies not in what was taught, but in what was learned. Teaching without learning is just talking. -Tom Angelo and Pat Cross In other words, just because I  covered the material, doesn t mean my students learned it. Articulate Learning ObjectivesxZZZ]ZZ]  Useful learning objectives: dDescribe what we expect our students to know and be able to do Use verbs that describe observable action Describe learner rather than teacher actions Do not describe course content coverage Describe an acceptable performance level Can be assessed by one or more methods Make sense to colleagues and are clear to outsiders Articulate Learning Objectives |CZZZZZ  Sample learning objectivesProgram: General Education Program Goal: Recognize and appreciate artistic and literary contributions of diverse cultures Course in Program: Caribbean Literature Course Goal: Demonstrate familiarity with themes and genres of classic and contemporary Caribbean literature (taken from Student Learning Assessment: Options and Resources, MSCHE 1993, p. 14) Articulate Learning Objectives _(mU_(m  2        More sample objectivesbProgram: History Program Level Goal: Communicate orally and in writing about historical topics Course in program: Medieval History Course Goal: Present a cogently-written, critical analysis of gender and class roles in Medieval England (taken from Student Learning Assessment: Options and Resources, MSCHE, 1993, p. 14) Articulate Learning Objectives N$iWN$i    2        Developing learning objectivesStart with: Existing departmental goal statements (including those that just describe teaching goals rather than learning goals) General education goal statements (e.g., critical thinking, lifelong learning) Disciplinary organizations Professional accrediting organizations Assessment plans and reports from other colleges (see http://www2.acs.ncsu.edu/UPA/assmt/resource.htm) Articulate Learning Objectives  PuPPP6PP&PP Specifying learning objectivesInstructions: With one or two others, role play student and teacher and generate a response to the following:  If I m your student, what do I have to do to convince you that I m where you want me to be at the end of this lesson, unit or course? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Reference: R. M. Diamond (1998). Designing and Assessing Courses and Curriculum. San Francisco: Jossey-Bass, pages 134-135. Articulate Learning Objectives PPP P dk#.1  >92. Collect Information/Evidence& Use at least two measures, one direct and one indirect. Direct Measures: direct review of student work on an exam, a project, or performance (with set criteria for evaluation), licensure or certification exams, etc. Indirect Measures: student reflections on learning, student, alumni, or employer surveys, focus groups, placement rates, etc. Data can be new or existing, qualitative or quantitative, collected at the course, program, or institutional level. You don t need lots of data, just the right data. If we knew what it was we were doing, it would not be called research, would it?  Albert EinsteintaP  b!Data Collection ResourcesSee handouts: Examples of Direct and Indirect Measures of Student Learning Quick Tip 6.0 Data Gathering: Methods Quick Tip 6.02 Choosing a Data Gathering Method Collect InformationM!M!     $ 0Do not let the perfect be the enemy of the good.t To avoid paralysis, a campus is well advised to remember that assessment is an ongoing, flexible, naturally evolving process offering many opportunities to fine-tune or change direction. Meanwhile, even an imperfect process can yield useful results (Leskes and Wright, 2005, p. 23). Collect Information <PP&8!3. Review and Reflect on Findings,"(((Display and discuss findings in a group (ideally in an annual retreat meeting format) Start by looking for general trends, then analyze key issues more closely Identify areas for action or improvement Identify additional questions raised and future focus areas for assessment The outcome of any serious research can only be to make two questions grown where only one grew before. -Thorstein Veblen6|{ 4. Report Results&In a concise format, report on findings, plans for action, plans for future assessment, and resource issues. Who are the important audiences for your report, and how will information reach them? Are there other venues for sharing assessment findings? Don t forget to celebrate successes. How important it is for us to recognize and celebrate our heroes and she-roes! -Maya Angelou6 ^ ]@5. Use Assessment Information for Decision Making & Improvement ,A((;(  The aim of assessment is primarily to educate and improve student performance, not merely to audit it. -Grant Wiggins (1998). Educative Assessment, San Francisco: Jossey-Bass, p. 7. x$&$$$$$(XSuskie s Five Dimensions of Good Assessment--(%Used Cost-Effective Reasonably accurate and truthful results Valued Focus on and flow from important goals Linda Suskie, Middle States Commission on Higher Education, October 10, 2006 (presented at the IUPUI 2006 Assessment Institute in Indianapolis). ,lZZlr$ Aim for an assessment process that is scholarly and professionally engaging, rather than tedious and time consuming. Keep your plans lean, focused, and useful so that the assessment process is sustainable and supports, rather than detracts from, the work that matters most.  ResourcesMarilee J. Bresciani, Carrie L. Zelna and James A. Anderson. (2004). Assessing Student Learning and Development. A Handbook for Practitioners. The National Association of Student Personnel Administrators. Andrea Leskes and Barbara D. Wright (2005). The Art & Science of Assessing General Education Outcomes. Washington, D.C.: The Association of American Colleges and Universities. Middle States Commission on Higher Education (2003). Student Learning Assessment: Options and Resources. Philadelphia: MSCHE. Barbara E. Walvoord (2004). Assessment Clear and Simple. A Practical Guide for Institutions, Departments, and General Education. San Francisco: Jossey-Bass. pPGIo925d b  1 Instructional Assessment Resources from The University of Texas at Austin, Division of Instructional Innovation and Assessment, (including  Quick Tip sheets on topics such as rubrics, surveys, qualitative analysis and more). http://www.utexas.edu/academic/diia/assessment/iar/index.php Internet Resources for Higher Education Outcomes Assessment from the North Carolina State University Office of University Planning and Analysis. Links to everything related to assessment in higher education, including articles and associations, organized by technique, by discipline, by institution, and more. NCSU hosts the 2007 NC State Undergraduate Assessment Symposium in the Raleigh area April 13 - 15, 2007. http://www2.acs.ncsu.edu/UPA/assmt/resource.htm National Assessment Institute sponsored by IUPUI (Indiana University-Purdue University Indianapolis) is a comprehensive assessment conference each fall. http://www.planning.iupui.edu/51.html ***COMING SOON: The Daemen College Assessment Web Page*** P#; 2\}'< g 00g0 0/8'(  0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> $(    6  `}  T Click to edit Master title style! !  0  `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  0ʼn ^ `  X*  08ˉ ^   Z*  0pω ^ `  Z*H  0޽h ? 3380___PPT10.C/u Default Design0 @(    N-1^o^o (  7 n*  P((PPyy  N`7^o^o  i( 7 p*  P((PPyyd  c $ ?{d  74  NА7^o^o  \ 7 RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S   TL7^o^o   7 n*  P((PPyy   T7^o^o  i 7 p*  P((PPyyH  0lG ? 3380___PPT10.|/ 4 `(    0<7 (  7 X*   07  i( 7 Z*   67   7 X*   6 7  i 7 Z* H  0lG ? 3380___PPT10.}/`ԦI0 `X  (  r  S ?>  r  S D `    X  C 0Adaemen_logo J :d   C <A$MCj03354480000[1]0 BH  0޽h ? 33___PPT10i.C/u+D=' 1= @B +Q 0 h`p(  r  S  `}   r  S hr `  `  C 8A GlobeEmblem-110 $d  C <A$MCj03620560000[1]`:H  0޽h ? 33___PPT10i.Q/p+D=' 1= @B + 0  (   r  S L `}   r  S $ `  `  C 8A GlobeEmblem-110 TH  0޽h ? 33___PPT10i.R/p#+D=' 1= @B +Q 0 h`8(  8r 8 S P `}   r 8 S  `  d 8 C <A$MCj02352030000[1]0 ` 8 C 8A GlobeEmblem-110 TH 8 0޽h ? 33___PPT10i.g/ s+D=' 1= @B +} 0 0$(  r  S ( `}   r  S  `  H  0޽h ? 33___PPT10i.Y0_+D=' 1= @B + 0  ((  (r ( S ;1 `}  1  ( S A1 ` 1 "P@08X` ( C 8A GlobeEmblem-110 $H ( 0޽h ? 33___PPT10i.\/6+D=' 1= @B + 0  P(  r  S :1 `}  1   S H;1P 1 "p`Pp`  C 8A GlobeEmblem-110 $H  0޽h ? 33___PPT10i.Q/Pd5+D=' 1= @B +} 0 ,$(  ,r , S \] `}   r , S 4^ `  H , 0޽h ? 33___PPT10i.`/ j+D=' 1= @B +} 0 $(  r  S S `}   r  S S `  H  0޽h ? 33___PPT10i.aWsP+D=' 1= @B + 0 4(  4r 4 S Z `}   r 4 S M@  ` 4 C 8A GlobeEmblem-110 H 4 0޽h ? 33___PPT10i.c/?v+D=' 1= @B +} 0 0L$(  Lr L S |w1 `}  1 r L S 1 ` 1 H L 0޽h ? 33___PPT10i.l/ ҙ+D=' 1= @B +} 0 @P$(  Pr P S 1 `}  1 r P S 1 ` 1 H P 0޽h ? 33___PPT10i.m/0|+D=' 1= @B +} 0 PT$(  Tr T S 1 `}  1 r T S 1 ` 1 H T 0޽h ? 33___PPT10i.n/ j5+D=' 1= @B +} 0 `X$(  Xr X S d1 `}  1 r X S 1 ` 1 H X 0޽h ? 33___PPT10i.o/pd!+D=' 1= @B +} 0 p\$(  \r \ S 1 `}  1 r \ S 1 ` 1 H \ 0޽h ? 33___PPT10i.s/Е,+D=' 1= @B +} 0 $(  r  S 1 `}  1 r  S 1 ` 1 H  0޽h ? 33___PPT10i.bW@D+D=' 1= @B +0 0(  x  c $1> 1 x  c $X1 `   1 H  0޽h ? 33___PPT10i.{/NJ+D=' 1= @B +} 0 `$(  `r ` S 1 `}  1 r ` S 1 ` 1 H ` 0޽h ? 33___PPT10i.u/B+D=' 1= @B +} 0 d$(  dr d S 07 `}  7 r d S 7 ` 7 H d 0޽h ? 33___PPT10i.v/^+D=' 1= @B +} 0 h$(  hr h S 7 `}  7 r h S  7 ` 7 H h 0޽h ? 33___PPT10i.v/\+D=' 1= @B +} 0 l$(  lr l S <%7 `}  7 r l S &7 ` 7 H l 0޽h ? 33___PPT10i.w/EE+D=' 1= @B + 0 p(  pr p S 97 `}  7 r p S X:7 ` 7 ` p C 8A GlobeEmblem-110 TH p 0޽h ? 33___PPT10i.w/=+D=' 1= @B + 0   $0(  $x $ c $C7 `}  7 x $ c $D7 ` 7 H $ 0޽h ? 33___PPT10i.G/$H+D=' 1= @B + 0   @$(  r  S (T7 `}  7 r  S U7` ` 7 H  0޽h ? 33___PPT10i.H/0(7+D=' 1= @B + 0 P(  X  C {d   7  S P7 \  7  H  0lG ? 3380___PPT10.Y 0 p(  X  C {d   7  S 7 \  7  H  0lG ? 3380___PPT10.YP=HLr0Yo OrP2v~ y.8 ck $&0x|(1Oh+'0T `hx  Slide 1Mimi SteadmanMimi Steadman28Microsoft Office PowerPoint@@y@ ywC/@@}GSg  )'    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___wwwff4'A x(xKʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___wwwÙÙÙÙÙCyzYyzzzzyzRzyyzyûmmmüüCmmmmCmmmCmݼݼݼݼݼݼݼݼݼݼݼݼݼݼۼݼۼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼݼ՜.+,D՜.+,    pOn-screen ShowèƵ College  ArialDefault Design< Just Do It Assessment: A Five Step Plan for Busy FacultyAgendaWorkshop Learning ObjectivesAssessment Round UpAssessment at èƵ5 Step Assessment: ACRRU+Focused Five Step Assessment Plan (ACRRU)"1. Articulate Learning Objectives.Why learning goals and not teaching goals? Useful learning objectives: Sample learning objectivesMore sample objectivesDeveloping learning objectivesSpecifying learning objectives 2. Collect Information/EvidenceData Collection Resources1Do not let the perfect be the enemy of the good."3. Review and Reflect on Findings4. Report ResultsA5. Use Assessment Information for Decision Making & Improvement -Suskies Five Dimensions of Good Assessment Slide 22 Resources Slide 24  Fonts UsedDesign Template Slide Titles 8@ _PID_HLINKSAl7http://www.ncsu.edu/assessment/symposium/symposium.htm0http://www2.acs.ncsu.edu/UPA/assmt/resource.htm=http://www.utexas.edu/academic/diia/assessment/iar/index.php&http://www.planning.iupui.edu/51.html%_㰵 Mimi SteadmanMimi Steadman  !"#$%&'()*+,-./012345789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)p|PyPictures+kCurrent UserSummaryInformation(TPowerPoint Document(6ԵDocumentSummaryInformation8MsoDataStorep|Pyp|PyGY2MCERF==2 p|Pyp|PyItem  PropertiesFEP0KEG0LYJ==2 p|Pyp|PyItem  Properties This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision.  DocumentLibraryFormDocumentLibraryFormDocumentLibraryForm