Ana G Mendez University System Assessment of Adult

Ana G. Mendez University System Assessment of Adult Learning in a Discipline-Based Dual Language Immersion Model® Fidel R. Távara, M. Ed. Assessment coordinator Florida Campuses

ASSESSMENT INSTRUMENTS The School of Professional Studies Assessment Plan focuses on: � Assessment of Student Learning ◦ Midpoint and Capstone Assessment ◦ Evaluation of Student Portfolios ◦ Language Placement Testing � Assessment of Program Effectiveness ◦ Student Representative Meetings ◦ ◦ ◦ End-of-Course Evaluations External Peer Reviews Continuous Assessment of Program Activities Classroom Observations Student Satisfaction Survey

ASSESSMENT OF STUDENT LEARNING

MIDPOINT ASSESSMENT � Is formative � Occurs � Helps � Aids at a crucial decision point them to see that assessment is helping them in retention � Provides information to the stakeholders

CAPSTONE ASSESSMENT � Is summative � Provides opportunity to identify whether students have achieved selected program outcomes � Determines the strengths and weaknesses of students toward achievement of outcome expectations � Helps assess skills other than professional content mastery

CREATING MIDPOINT/CAPSTONE ASSESSMENT INSTRUMENTS

CREATING DLP OBJECTIVES � Small group met off campus at corporate house. � Consultant � Group from Regis led discussion. brainstormed list of possible DLP objectives. classified objectives in categories: conceptual, language, communication, and interpersonal.

CREATING AREA MANIFESTATIONS � The entire faculty met by academic areas on campus. � Using the DLP objectives, faculty wrote area manifestations aligning them with each objective.

SELECTION OF PROGRAMS � Select diverse program areas. � Involve � Identify faculty and administration. programs which have heavy enrollment.

SELECTION OF MID-POINT AND CAPSTONE COURSES � Qualitative analysis ◦ Faculty opinion on content and coverage of program objectives and outcomes � Quantitative analysis ◦ Significant achievement increment ◦ Large enrollment

ASSESSMENT INSTRUMENT DESIGN � Alignment chart � Assessment instruments ◦ Diagnostic profile ◦ Portfolios ◦ Case studies ◦ Metacognitive papers ◦ Strategic Business Plan ◦ Organization’s Financial Analysis � Rubrics

ALIGNMENT CHART TEMPLATE Part of Assessment Program Objectives Program Outcomes Dual Language Professional Outcomes Area Manifestation Diagnostic Profile #3: Analyze social, psychological and philosophical foundations of education. #3: Develop classroom assessment. # 1: DLP will be able to develop ideas in order to address problems in an effective way. # 1: The DLP will develop strategies or action plans after analyzing specific situations in Spanish. Remedial Lesson Plan #5: Understand use different educational strategies and techniques effectively #5: Develop lesson plans. # 1: DLP will be able to develop ideas in order to address problems in an effective way. # 1: The DLP will develop strategies or action plans after analyzing specific situations in English.

ASSESSING OBJECTIVE OR OUTCOME/DUAL LANGUAGE AREA MANIFESTATION Excellent Very Good Satisfactory Needs Improvement

STUDENT ACHIEVEMENT OF PROGRAM OBJECTIVES

Student Achievement of Program Objectives � Mid Point Assessment (Program Level) ◦ Designed by Faculty Experts ◦ Rubrics and Evaluation Criteria developed specifically to measure program and language objectives ◦ “Graded” by other Faculty Experts (not facilitator of the course) �Inter-rater reliability of over 80%

Student Achievement of Program Objectives � The performance of the students is measured as follows: ◦ 3. 50 - 4. 00 Excellent ◦ 3. 00 - 3. 49 Very Good ◦ 2. 00 - 2. 99 Satisfactory ◦ Less than 1. 999 Unsatisfactory

Statistical analysis results EDUC 355: B. A. Elementary Education Midpoint Assessment Results - Report 2009 English Dual Language Profile Program Objectives Spanish 3. 150 3. 200 3. 250 3. 300 3. 350 3. 400 3. 450 Spanish English Dual Language Profile 3. 267 3. 346 Program Objectives 3. 490 3. 547 3. 500 3. 550

Statistical Analysis Results MANA 316: BBA Management Midpoint Assessment Results - Report 2009 English Dual Language Profile Program Objectives Spanish 1. 850 1. 900 1. 950 2. 000 2. 050 2. 100 2. 150 2. 200 Spanish English Dual Language Profile 2. 236 1. 967 Program Objectives 2. 260 2. 100 2. 250 2. 300

Statistical Analysis Results EDUC 584: M. Ed. Guidance & Counseling Midpoint Assessment Results - Report 2009 English Dual Language Profile Program Objectives Spanish 0. 000 0. 500 1. 000 1. 500 2. 000 2. 500 3. 000 Spanish English Dual Language Profile 3. 050 2. 725 Program Objectives 3. 343 3. 118 3. 500

Statistical Analysis Results EDUC 447: M. A. Elementary Education Capstone Assessment Results - Report 2009 English Dual Language Profile Program Objectives Spanish 3. 220 3. 240 3. 260 3. 280 3. 300 3. 320 3. 340 3. 360 3. 380 Spanish English Dual Language Profile 3. 417 3. 278 Program Objectives 3. 416 3. 333 3. 400 3. 420

Statistical Analysis Results EDUC 587: M. Ed. Guidance & Counseling Capstone Assessment Results - Report 2009 English Dual Language Profile Program Objectives Spanish 3. 000 3. 050 3. 100 3. 150 3. 200 3. 250 3. 300 3. 350 3. 400 Spanish English Dual Language Profile 3. 267 3. 147 Program Objectives 3. 467 3. 404 3. 450 3. 500

USE OF ASSESSMENT OF LEARNING RESULTS

Dissemination of Results � Internal: ◦ Board of Directors ◦ Faculty and Staff � External: ◦ Professional and community forums ◦ Data base for reaccreditation visits ◦ Possible institutional and corporate alliances

Program Improvement � Addition of language courses for graduate programs: 050, 500 and 501 ◦ Emphasis on early or concurrent enrollment in these courses for graduate students

Program Improvement � Revision of all course modules to explicitly include language objectives: “ 3 rd generation of modules” ◦ Inclusion of language development in class assignments, activities and resources ◦ Evaluation activities to be 70% content, 30% language ◦ Prioritization of graduate courses in the development of 3 rd generation of modules

Program Improvement Ø Replication of midpoint assessment model in MBA program to verify possible differences between bachelors and masters