At the Mercy of Many Masters: Assessment Planning in a College of Health Professions. Jody Bortone, Robin Danzak, & Beverly Fein

Transcription

1 At the Mercy of Many Masters: Assessment Planning in a College of Health Professions Jody Bortone, Robin Danzak, & Beverly Fein

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3 Assessment Plan Authors: An Inter-professional Team Jody Bortone, Occupational Therapy Stephen Burrows, Health Science and Healthcare Informatics Robin Danzak, Speech-Language Pathology Beverly Fein, Physical Therapy Anna Greer, Exercise Science (Committee Chair) Christina Gunther, Global Health Programs Gail Samdperil, Athletic Training

4 OBJECTIVES 1. Describe the process of developing an assessment plan that meets the demands of many masters 2. Strategize to create rubrics for assessment of goals specific to your institution

5 CHP Programs External Accreditation Athletic Training: MS Occupational Therapy: MSOT Physical Therapy: DPT Physician Assistant: MPAS Speech-Language Pathology: MS No External Accreditation Exercise Science: BS, MS Health Science: BS Healthcare Informatics: MS

6 NEASC ACOTE ARC- PA CHP Assmt. Many Masters Prof. Accred. ASHA, CTSDE CAATE U. Assmt. CAPTE

7 Timeline Fall 15 Dec. 13 Dean charged AAC with goals AY14-15 AAC created CHP goals May 15 AAC met with CHP acad council - CHP approved goals - CHP assessment committee formed - Univ began goal developmt

8 CHP Goals: Student Learning Outcomes (SLOs) 1. Apply ethical principles in approaches to learning, research and practice 2. Apply critical thinking and problem-solving 3. Engage in evidence-based practice through the use of relevant information technology and analysis of professional literature

9 CHP SLOs 4. Demonstrate knowledge, skills, attitudes, and values or professional behaviors that will lead to success in future healthcare practice 5. Communicate and collaborate effectively with individuals of all backgrounds, beliefs and values

10 CHP SLOs 6. Apply a holistic perspective to patients/clients and health 7. Demonstrate readiness for inter-professional collaboration for the benefit for individuals and society

11 CHP Assessment Committee s Work 1. Refine curriculum maps 2. Create rubrics for each SLO 3. Select direct measures of assessment 4. Create perpetual assessment cycle

12 1. Refine Curriculum Maps Obtain information from programs Include only those courses that emphasized SLO Identify measurable artifacts

13 Special considerations for CHP Undergraduate vs. graduate Pre-professional vs. professional 2. Develop Rubrics

14 Implementation 2. Rubrics Pairs of committee members drafted rubrics for specific SLOs Our criteria 1-page rubric with maximum 5 criteria 4-point Likert scale for achievement

15 2. Rubrics Used, adapted existing sources AAC&U Value Rubrics (open source) ICAR (with permission) Created our own where none existed Interprofessional readiness Holistic perspective

16 2. Rubric Example

17 3. Select Direct Measures of Assessment Committee members selected artifacts Measurable: Written assignments, clinical performance evaluations Feasible: Time and labor intensity Universal

18 4. Create a Perpetual Assessment Cycle Year 4 SLO#6 Holistic SLO#7 Interprof Year 1 SLO#1 Ethics AY16-17 Year 3 SLO#4 Prof behaviors SLO#5 Comm/collab Year 2 SLO#2 Critical thinking SLO#3 EBP

19 4. Perpetual Assessment Cycle: Implementation Pairs from committee 1 program, 1 non-program Communicate with program faculty re: planning and artifact collection Review random 5, or 10% of submissions + highest and lowest-graded artifacts Apply rubric and complete scoresheet Document and report: Outline strengths and opportunities Committee reviews report prior to presenting to program faculty

20 Programs will use assessment data to develop an action plan Annual CHP Assessment Committee Report 5. Closing the Loop

21 Future Steps: Transparency Put on CHP website: CHP Assessment Plan Assessment Committee Annual Reports

22 Lessons Learned Some programs had syllabi that did not address CHP SLOs Some selected artifacts were not measurable or feasible Debate on clinical vs. classroom artifacts Key = Representation from all programs

23 Activity: Rubric Development 1. Choose an SLO 2. Identify 5 key criteria 3. Determine Capstone expected (highest) level 4. Determine Benchmark lowest level

24 DISCUSSION AND QUESTIONS

25 Contact Us Jody Bortone, EdD., OT/L, Associate Dean, College of Health Professions and Chair, Graduate Occupational Therapy Program, Clinical Associate Professor Robin Danzak, Ph.D., Assistant Professor, Speech Language Pathology Beverly D. Fein, PT, DPT, Ed.D., Associate Professor and Director of Clinical Education