Marilee Bresciani Visits UNC
Lessons Learned
Those who attended were asked to comment on what they learned from the workshop. Keep reading to find out what they had to say . . .
- On the value of outcomes based assessment.
- On understanding what outcomes based assessment is.
- On the outcomes based assessment process.
- On the importance of developing a written assessment plan.
- On strategies and techniques to support effective outcomes based assessment.
On the value of outcomes based assessment . . .
- Objectives-based assessment is valuable, important, and unavoidable, and exploring these tools will only facilitate a stronger University.
- This is a fairly reasonable/easy process to incorporate into a busy schedule. Also, that it’s handy to have the data to support existence of the department.
- Two questions really helped shape and focus the principle of outcomes-based evaluation: (1) How do we impact student learning? (2) What does my program believe in?
- I think that overcoming somewhat of an “intimidation factor” with conducting assessment was most valuable to me.
On understanding what outcomes based assessment is . . .
- Outcomes-based assessment is common sense. Work back from the end result to state purpose, delivery method. “Reallocate doing to reflect doing.”
- How easy outcomes based assessment is, and that everyone can do it.
- Don’t always need an evaluation in the end.
- Assessment does not always need to be formalized.
- Systems approach, delivery connected to outcomes, how to articulate.
- Outcomes based assessment isn’t research.
- That measurement does not necessarily make the best, most effective meaning in evaluating program efficacy.
- What the concept of outcomes-based assessment deals with and how to use it for my job.
- Causation or correlation is not always necessary. Take baby steps.
On the outcomes based assessment process . . .
- Focus on the end result and do what it takes to make that result happen.
- That you can select one small step to take to begin receiving feedback rather than launching a huge, full-blown research effort.
- To be systematized, intentional, and reflective in assessment planning.
- To ask myself questions: What do I do? How well do I do it? Why do I do it?
- The steps in the OBA process and how to make a potentially daunting endeavor seem much more manageable.
- Doesn’t need to happen each year.
- Components of assessment plans and opportunity to practice.
- Learning the steps to assessment and the value of a successful program.
- Ensure reflection on one’s programs to develop an outcomes based approach.
- How to set up the outcomes and criteria and evaluate.
- Articulating outcomes and tell your story.
On the importance of developing a written assessment plan . . .
- Set a priority – outcomes based assessment should be documented (we may be going through the process instinctively, but writing it down and communicating it to others and our department is invaluable).
- Write down everything – goals, outcomes.
- I learned that it is very important to write down all goals, outcomes, development maps, and evaluations.
- Document the importance of writing down desired outcomes, goals, measurement objectives, etc.
- The importance of documenting the goals ahead of time.
On strategies and techniques to support effective outcomes based assessment . . .
- Techniques to develop assessment designed to critically evaluate outcomes of program initiatives.
- Developing learning outcomes for our department. Answered a lot of questions and gave me a good intro to assessment.
- I need to focus the conversation better with RAs and RDs to determine appropriate criteria and delivery methods.
- Ways to encourage our staff to be more intentional about discussing outcomes assessment opportunities which we already do.
- How to tie outcomes to goals.
- Answer to question about how to utilize outcomes based assessment for oversight of campus-wide course.
- Mapping developmental plans.