Assessment for Curricular Improvement Poster Exhibit 2014 Evaluation Report, June 2014

Transcription

1 Assessment Office Hawai i Hall 107 (808) r (808) mana.hawaii.edu/assessment Assessment fr Curricular Imprvement Pster Exhibit 2014 Evaluatin Reprt, June 2014 Executive Summary: On April 11, 2014, the Assessment Office hsted a Pster Exhibit at the Campus Center Executive Dining Rm frm 1:00pm 3:00pm. The theme f the Exhibit is: Assessment fr Curricular Imprvement. The exhibit featured 20 Māna faculty and prgrams whse presentatins fcused n using curricular (n =18) and c-curricular (n=2) assessment t imprve student learning. The event received 73 participants. An evaluatin survey was disseminated t all attendees. Five-six respnded, a 78% respnse rate. Amng the 56 respndents, there were 66% faculty, 13% staff, 13% students, and 9% administratrs. Abut half f the respndents were presenters (48%). The evaluatin results shwed that the Exhibit was highly successful, with large majrity f the respndents (ver 84%) achieved ur intended utcmes. The respnses frm the participants were verwhelmingly psitive. One-hundred percent f the respndents cnsidered the event well-rganized. Ninety-eight percent the respndents deemed the event useful and 83% thught the event as effective in increasing their knwledge f prgram assessment. 1. Event Gal(s)/Outcmes The intended utcmes fr the participants are that they: a) Increase the awareness that prgram assessment shuld be used fr imprving student learning b) Recgnize that prgram learning-assessment can be a frm f schlarly inquiry c) Leave with ideas that can infrm their wn prgram assessment These three utcmes were evaluated by survey questin 1, 2, and 3, respectively. 2. Type f Evidence Gathered The Assessment Office distributed electrnic evaluatin surveys cnsisting f eleven questins t all presenters and attendees. Three reminders were sent ut t nn-respndents. 3. Number f Attendees and Respnse Rate Fifty-six ut f 73 attendees submitted an evaluatin survey (a 78% respnse rate). 4. Methd fr Analyzing and Interpreting the Evidence The Assessment Office used descriptive statistics t summarize clse-ended survey results and identified themes frm a cding f the pen-ended respnses. 5. Results SLOa: 100% f respndents with an pinin reprted the pster exhibit shwcased examples f assessment as supprting student learning t a mderate r large extent. (Questin 1) [N=53] SLOb: 90% f thse with an pinin reprted the psters demnstrated examples f schlarly inquiry t a mderate r large extent. (Questin 2) [N =50]

2 SLOc: 84% f the respndents reprted that they gained ideas that culd be used by their wn prgrams t a mderate r large extent. (Questin 3) [N=51] Overall Evaluatin 83% f respndents reprted that the exhibit was effective r very effective in increasing their knwledge f prgram assessment. (Questin 4) [N=52] 98% reprted the pster exhibit was very useful r useful. (Questin 5) [N=52] 100% reprted the rganizatin f the pster exhibit was very rganized r rganized. (Questin 6) [N=55] 93% reprted that it was wrth their time t attend the pster exhibit. (Questin 7) [N=55] 89% reprted that they were very r mderately likely t recmmend future pster exhibits t faculty clleagues as a way t learn abut prgram assessment. (Questin 8) [N=53] The pster exhibit received psitive remarks such as finding the pster exhibit useful and infrmative, expressing their gratitude and impressiveness f the exhibit, and being prvided with netwrking pprtunities between presenters, attendees, & prgrams. (Questin 11) [N=23]. The fllwing are sme qutes: Very impressive exhibit. Great jb! I lk frward t participating next year. The sessin was extremely valuable. We gt lts f great ideas and inspiratin frm the ther presenters. Great jb! I enjyed meeting with sme f the presenters and learning abut their assessment wrk. Participants als ffered cnstructive cmments including venue cnsideratins (e.g., larger lcatin, directins t lcatin), pster mdificatin cnsideratins (e.g., print t small, need t include general prgram infrmatin), and rganizatin cnsideratins (e.g., wh shuld be invited t the event, wh shuld send the invitatins, lack f pprtunity fr presenters t netwrk) (Questin 11) [N=23] Please see Appendix A fr detailed results. 6. Additinal Cnclusins and Discveries Due t the small sample size, we did nt find meaningful differences between participants f different classificatins (e.g., faculty, staff, students, administratrs) 7. Use f Results and/r Prgram Mdificatins The pster exhibit s general cntent and frmat will remain the same because f the psitive evaluatin f the pster exhibit. The Assessment Office will make small mdificatins based n the cnstructive feedback, such as: i. cnsidering a larger venue ii. requesting help frm the Vice Chancellr in sending ut invitatins iii. sending ut the invitatin much earlier t chairs and deans t encurage participatin. iv. prviding mre guidelines and assistance t presenters in terms f cntent t include (e.g., prgram general infrmatin) and frmat (e.g., fnt size, infrmatin density) v. Schedule a presenter-special time fr the presenters t share and talk t ther presenters 8. Reflectins n the Assessment Prcess The electrnic evaluatin survey was adequate t cllect pster exhibit evaluatin data. 2

3 Appendix A. Detailed Evaluatin Frm Results Respnse rate = 78% (56 ut f 73 attendees, including presenters and rganizers) Q1. T what extent did the pster exhibit shwcase examples f assessment as supprting student learning? Respndents with an Opinin (N = 53) T a Large Extent 60% T a Mderate Extent 40% T a Small Extent 0% Nt at All 0% Q2. T what extent did the psters demnstrate examples f schlarly inquiry? Respndents with an Opinin (N = 50) T a Large Extent 54% T a Mderate Extent 36% T a Small Extent 10% Nt at All 0% Q3. T what extent did yu gain ideas that can be used by yur prgram? Respndents Wh Cnsidered the Questin Applicable (N = 51) T a Large Extent 37% T a Mderate Extent 47% T a Small Extent 16% Nt at All 0% Q4. Hw effective was this pster exhibit in increasing yur knwledge f prgram assessment? Respndents with an Opinin (N = 52) Very Effective 31% Effective 52% Smewhat Effective 17% Nt Very Effective 0% 3

4 Q5. Rate the verall usefulness f the pster exhibit? Respndents with an Opinin (N = 52) Very Useful 52% Useful 46% Of Little Use 2% Nt Useful at All 0% Q6. Rate the verall rganizatin f the pster exhibit? Respndents with an Opinin (N = 55) Very Organized 69% Organized 31% Neither Organized r Disrganized 0% Disrganized 0% Q7. Was it wrth yur time t attend the pster exhibit? Respndents (N = 55) Yes 93% N 2% Unsure 5% Q8. Hw likely are yu t recmmend future pster exhibits t faculty clleagues as a way t learn abut prgram assessment? Respndents with an Opinin (n = 53) Very Likely 68% Mderately Likely 21% Smewhat Likely 11% Nt Very Likely 0% Q9. Are yu a presenter? Respndents (n = 55) Yes 48%% N 52% 4

5 Q10. What is yur classificatin? N % Faculty 37 66% Staff 7 13% Student 7 13% Administratr 5 9% Q11. Any cnstructive feedback? I was nt able t stay lng enugh t see all the psters. Hwever, I was impressed by what I saw. My ne cncern is that the print was s tiny n many f them, and the infrmatin s dense, that it was hard t get the whle picture. On the ther hand, I thugh the psters I saw were well-designed t lead me thrugh the steps the presenter wanted me t see. Thank yu. wish I had mre time t see mre f the displays (my fault) I thught it was useful and infrmative. I liked speaking with ther presenters. Can Reed, himself, send an invitatin t department chairs, deans, and faculty t attend the assessment pster exhibitin? Or, can Reed send an invitatin t department chairs and deans and request they attend and encurage their faculty t attend? It'd be nice t be able t shw the value f assessment t admin. and faculty wh aren't already participating in it. I was impressed with the prgrams and clleges whse department chairs and faculty were invlved in assessment and came t the exhibit, but it felt like we were preaching t the chir. It seems that if smehw prgram and department leaders, and faculty fr that matter, wh have nt been invlved in assessment were expsed t the exhibit, they wuld have learned enugh t take mre f an interest in it. Maybe the invitatin frm Reed wuld be enugh f a nudge t get them t shw up. This may be a selfish request. I am mstly referring t my wn faculty and admin. wh have nt been invlved and shw little interest in the assessment wrk we've dne t date, r in using the results fr planning. I'm still stumped abut hw t engage them and really think there wuld be value in their seeing what ther prgrams are ding, and hw they are using assessment fr strategic planning and imprving their prgrams especially if they saw hw many chairs and faculty are engaged in this already. Great jb! I enjyed meeting with sme f the presenters and learning abut their assessment wrk. NA. Very impressive exhibit. Great jb! I lk frward t participating next year. I enjyed meeting the presenters and talking with them abut their prject as well as ther tpics. That was even mre valuable than the actual pster. It was nice t see that the faculty have events like this t assess hw they are teaching the students and receive feedback frm thers n hw t imprve. I think in the future having students attend wuld als be a gd idea - they knw best hw they learn. The pster exhibit venue is nt easy t find. Als, the venue culd be mre spacius. bigger venue next time My ratings are "n pinin" r "nt applicable" because I did nt lk at any f the ther psters (I was nt feeling well). It lked like the peple there were engaged in gd discussins. The sessin was extremely valuable. We gt lts f great ideas and inspiratin frm the ther presenters. The preparatin fr it als helped t push us t examine ur prject in greater 5

6 depth. I wuld highly recmmend it t any department especially the faculty in ur wn! Thank yu. Thank yu! mst f them are very infrmative and enlightening, but I didn't have time t visit all bths - I have a class t teach fr half f the exhibitin time! There was n sign directing t the exhibit place-the executive dinning rm, thus it tk me quite a while t find the place, and fund it with assistance frm peple there. I wish the sign can be clearer next time. I mstly had t stay at my wn pster s didn't see as much as I wuld therwise have liked. Very gd experience fr thse presenting the psters. Brader representatin frm acrss the campus wuld have been even mre helpful. Felt these were snapshts f selected prgrams rather than a clear lk at assessment effrts in and acrss departments/schls. I want t thank the flks in MAO fr always being available and respnsive t individual units. I believe yur ffice des a lt t prmte and enhance evaluatin and educatinal imprvement acrss the campus. Very gd pprtunity t see what thers are ding. It was a fun celebratin f assessment. Thank yu fr bringing us all in the same rm tgether! Sharing hw we assess urselves is nt nly an imprtant cmpnent f transparency and cllabrative inquiry but it deepens ur sense f cllegiality. Especially useful t gain infrmatin n hw assessment is cnducted acrss the campus. Full disclsure: I am the husband f the main rganizer. 1.Need fr a hlistic view. I think it wuld have been useful verall if a map f UH Mana's prgram fferings wuld have been intrduced and then highlight thse prgrams having their assessment presentatins. That way, faculty wh are nt related/cnnected with any f the exhibited assessments will have an idea where they stand in terms f curricular assessment. 2) Significant data fr the assessments. (I think I missed this in a number f psters).: Hw lng has the prgram existed? Hw many students n average enrll/graduate. Hw many faculty? I am n sure why yu separated cllege f educatin bths. I think they shuld be tgether. This is an excellent event t shwcase the assessment practices cnducted n the campus. I learned a lt frm ding my wn prject, attending the exhibitin, and engaging in discussins and sharing with clleagues. I was guided and supprted by Drs. Ya and Mnica frm the assessment ffice thrughut the prcess f this prject. It is truly a learning prcess and I benefited greatly frm it. I wuld be very happy t cntinually participate in assessment prjects and exhibitin events like this. 6