Handout For Plenary I Sample Process Model

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Information about Handout For Plenary I Sample Process Model
Education

Published on February 16, 2009

Author: barronkid

Source: slideshare.net

Assessment of Academic Advising Institute The Nuances of and in the Process A Sample Process Model for the Development of an Assessment Plan—from Concept to Report to Change and Back Again

Assessment of Academic Advising Institute Identify Stakeholder Group Brainstorm Current Concepts that Describe Academic Advising Brainstorm What Would be Ideal for Academic Advising Synthesize the Ideal Draft Tentative Mission Statement Identify Goals that Derive from Mission Identify Program Objectives Identify Student Learning Outcomes Identify Advising Delivery Outcomes A Sample Process Model for the Development of an Assessment Plan Part I and II

Assessment of Academic Advising Institute Identify Student Learning Outcomes A Sample Process Model for the Development of an Assessment Plan Part III for Student Learning Outcomes Map By When Students Ought to Achieve Outcomes (e.g., first year, junior year, etc.) Identify Level of Expected Performance for the Outcomes This is for your advising program (e.g., 80% of all advisees, etc.) Identify What Strategies and Actions (i.e., learning opportunities) you think will facilitate achievement of the outcomes (e.g., mandatory advising, smaller group meetings during orientation, etc.) Identify Level of Expected Performance for the Strategies and Actions What will constitute success and support outcome achievement? Measurement—the Gathering of Evidence How will you know whether or not the strategies and actions are successful? How will this relate to the achievement of the outcome?

Assessment of Academic Advising Institute Identify Process/Delivery Outcomes A Sample Process Model for the Development of an Assessment Plan Part III for Process/Delivery Outcomes Map By When the Advising Program Ought to Achieve Outcomes This is essentially a timeline for action. Identify Level of Expected Performance for the Outcomes What will constitute success in the broader sense and inform achievement of program objectives? Identify What Strategies and Actions (i.e., learning opportunities) you think will facilitate achievement of the outcomes and where those ought to occur (e.g., professional development activities for advisors) Identify Level of Expected Performance for the Strategies and Actions What will constitute success and support outcome achievement? Measurement—the Gathering of Evidence How will you know whether or not the strategies and actions are successful? How will this relate to the achievement of the outcomes identified?

Assessment of Academic Advising Institute Summarize Results A Sample Process Model for the Development of an Assessment Plan Part IV: Sharing and Acting on the Results Summarize Results of Evidence for Outcomes Were the strategies and actions successful? What were the reasons for the success or lack of success? What changes can be made to make the strategy more successful? Relate Strategy and Action Results to Desired Outcomes, Program Objectives, Goals, Mission, and Vision Do the strategies and actions support outcome, objective, goal, and mission achievement. Do the strategies and actions move you closer to your vision? Make Decisions Regarding Strategy and Action changes Should the strategies and actions be continued? What changes should be made? Prepare Assessment Report . Include Results of Evidence, Outcome, Objective, Goal, Mission and Vision Achievement; Reflection on results, recommended changes. Focus on both student learning and process/delivery outcomes

Assessment of Academic Advising Institute Begin Again A Sample Process Model for the Development of an Assessment Plan A Continuous Process of Continuous Improvement

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