Adapting Assessment Practices for Student Leaders
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The document summarizes a discussion on engaging students in assessment data collection between Adam Peck, Dean of Student Affairs at Stephen F. Austin State University, and Amma Marfo, Assistant Director of Student Activities at Emmanuel College. They discussed methods for collecting valid assessment data from students, overcoming obstacles to creating a student data culture, and motivating students to close the assessment loop by using results to improve. Examples mentioned include using games to collect data and teaching students basic statistics to analyze results.
Adapting Assessment Practices for Student Leaders
- 1. Student Affairs Assessment Leaders Structured Conversation | 06.27.2013
- 2. Adam Peck, Ph.D. Dean of Student Affairs, Stephen F. Austin State University Frequent speaker on assessment methodologies, as well as cultivating creativity and critical thinking Amma Marfo, M.Ed Assistant Director of Student Activities, Involvement and Assessment, Emmanuel College Coordinates assessment for the Office of Student Activities and Multicultural Programs
- 3. Gather Evidence Review and Interpret Results Recommend Actions Implement Change to Improve Determine Hot to Achieve Outcomes Closing the Loop Identify Specific Outcomes Articulate Mission and Goals
- 4. Gather Evidence Review and Interpret Results Recommend Actions Implement Change to Improve Determine Hot to Achieve Outcomes Opening the Loop Communica te Results to Students
- 5. • The learner will understand how common assessment methodologies can be adapted for student use. • The learner will be able to identify three methods of collecting valid assessment that are suitable for student use. • The learner will appreciate how increasing student awareness of assessment can help them to identify and prompt their own learning. • The learner will be able to apply what is learned to develop their own approaches to involving students in the assessment process.
- 6. 1. How have you engaged students in collecting assessment data? 2. How can we increase the reliability (qualitative) and validity (quantitative) of student-collected data? 3. What obstacles have you experienced in creating a culture of student-collected data? How have they been overcome? 4. How do we encourage students to close the loop and use the results? 5. How do we motivate or incentivize the use of these practices? 6. How can we help students become aware of their own learning inside and outside the classroom, and help them connect to other things that they’re learning?
- 7. • Raise your hand or type in a question at any time! Because there are two of us, we’ll do our best to get to your input or queries as we talk. • Don’t be afraid to ask questions! Assessment is a complicated beast, so ask if you need clarification or don’t understand what we’re saying. • Want to save your questions for a more private forum? Feel free to email us, we’re happy to chat more! • Adam: peckae@sfasu.edu • Amma: amma.marfo@gmail.com
- 8. Encourage use of assessment methods that embrace a common vernacular or concept. Example: Apples to Apples as an assessment tool! (Individual, or as part of a focus group) End of semester/year exit interview questions were phrased in such a way that they could respond with a green card. Simple answers such as “good” or “fine” were replaced with robust alternatives, and made the process fun! Other Iterations: “Kings” style playing cards, Trivial Pursuit as a collection mechanism for dimensions of an experience.
- 9. Student Organization Assessment Center (SOAC), Texas A&M University
- 10. Make assessment of programs easy. How did you like tonight’s program? Excellent Good Fair Poor Terrible
- 11. • Give them tools to use. • Teach them basic statistics
- 12. Make some tools for them to use.
- 13. Teach them to do paired t-tests using Excel. Make sure they know that they not only need the same number of students in a pre-post, but need to make sure they are the same students. Show them how a p-value relates to the confidence interval.
- 14. Two main obstacles commonly encountered: • “I don’t know what to ask!” • “I don’t understand why this is important.” Combat the first concern by asking a LOT of questions of those wishing to assess a program or initiative! Combat the second concern by applying the “miserable job” model (Lencioni, 2007) • Fight against irrelevance, anonymity, and immeasurement
- 15. • Paul Jacobsen-Miller, Emporia State University • “The Good, The Bad, and the Ugly” of Survey Questions
- 16. • Make it a part of officer transition • Change the flow of group development • Build it into end of year celebrations • Publicize (positive and negative) results
- 17. Handing the baton. We have to ensure there is interaction between outgoing officers and informing officers.
- 18. Change the flow. We have to move goal setting from the beginning of the organizational calendar to the end of it. Encourage organizations to go beyond celebrating achievements into assessing weaknesses.
- 21. • Incorporate use of assessment into criteria for year-end awards for programs and organizations. • Allow students who are good at these topics to teach others about it • Get on Board Day, Emmanuel College • Student Organization Development Series, Emmanuel College
- 22. University of Rochester Students Association
- 23. • Week of Reflection • Fortune Reflection Cookies • Gratitude
- 27. Adam Peck, Ph.D. Dean of Student Affairs, Stephen F. Austin State University Email: peckae@sfasu.edu Phone: 936.468-7249 Amma Marfo, M.Ed Assistant Director of Student Activities, Involvement and Assessment, Emmanuel College Email: amma.marfo@gmail.com Phone: 617.735.9963
Editor's Notes
- #10: Talk about how the SOAC discusses objectives of an assessment and the many styles of assessment that can be completed, sets a reasonable expectation for an assessment project timeline, and provides resources to help execute the designed assessment project.
- #11: Talk about how the SOAC discusses objectives of an assessment and the many styles of assessment that can be completed, sets a reasonable expectation for an assessment project timeline, and provides resources to help execute the designed assessment project.
- #15: Talk about Harvest Ball and Cocoa and Caroling- helping the first group fight the assumption that it was MY job to assess their programs, and also helping them ask useful questions that would identify changes that needed to be made.
- #16: Highlight the document that Paul uses when helping students develop surveys and share a few helpful points from it; check with Paul to see if it is hosted elsewhere on the web!
- #23: Listed evaluation and assessment as one of their seven foundational principles, provides a form to help groups do the bare minimum, but encourages assessment as a means to solidify the mission of the organization.