OSUIT Assessment Process

The Assessment Process Oklahoma State University Institute of Technology

Assessment Process  Step One: Outcomes  Step Two: Objectives  Step Three: Introduction,

Reinforcement & Mastery

 Step Four: Assessment Methods

Improvement  Reflection  Reporting

Step One  Outcomes: Identify 5 – 15 major "Program Level

Outcomes" needed by graduates to be successful working in the professional environment.

 What are the “big picture” topics to be learned?  Typically, outcomes are comprised of approximately

75% technical and 25% soft skills  Keep to no more than 15, preferably less, as these are to be major outcomes.

Core Outcomes 6. Service Learning – Effectively utilize learned technologies and processes to aid various constituencies in community 5. Technology – Access and use technology appropriate to one’s industry or field of study 4. History and Government – Explain the cultural heritage and primary elements of the history and government of the U.S. and its people, including diversity especially as these rudiments impact one’s industry or field of study

1. Communication – Effectively communicate electronically, verbally and in writing 2. Critical Thinking – Demonstrate logical, systematic problem-solving techniques 3. Ethics and Diversity – Develop and display a sense of personal, social and professional ethics, as well as an appreciation of and encouragement for diversity

These six areas represent a common foundation required of each graduate regardless of program or degree.

Step Two ď‚— Objectives: Identify necessary Objectives

needed by graduates to successfully meet each of the stated Program Level Outcomes.

1. Make a list of objectives for each of the

outcomes identified in step one.

What are the individual tasks a student must be able to do in order to successfully meet the stated outcomes?

2. Identify the course(s) in which the objectives belong.

Step Three  IRM: Using the concepts of Introduction,

Reinforcement, and Mastery go back into step two and position the scale indicator (I, R, M) with the appropriate course(s), at the appropriate level.  In which course will each program objective be

introduced to students?  In which courses will students build upon the program objective?  In which course will students master the program objective?

Introduction, Reinforcement & Mastery  Introduction  Where is the concept introduced?

 Reinforcement  Where is the concept reinforced? Practiced?

 Mastery  Where is the concept mastered?

Step Four

 Methods: For objectives, identify the method that

will be used to measure student proficiency (one method could assess multiple objectives).  Quizzes  Tests

 Final Exam  Lab Projects  Portfolios  Internship Report

 Summative or Formative?

Formative or Summative  Formative Assessments  Formative Assessments generally take place during the learning

process.  Introduction & Reinforcement  Summative Assessment

 Summative Assessment generally take place at the end of the

learning process.  Mastery

Improvement: Reflection and Reporting  Reflection

 Each semester  Summer semester

 Changes

 Summer Semesters

 Reporting

 Summer Semesters