Planning an assessment program

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The knowledge required to perform at this level goes beyond what is taught in induction training, necessitating the follow-on, FASC specific training.

Description of participants Participants include four new hires who have just recently completed both induction and FASC training, and their three direct supervisors.

This needs assessment is conducted at the local level, focusing on the Clarksville FASC, where I am an employee who has previously completed induction and a precursor to the current version of FASC training. Project plan including budget, timeline, and other necessary resources There are three other FASCs in the state, however this is limited to Clarksville for the purposes of budget, resources, relationship, availability, and time.

I will utilize email and the internet program Survey Monkey to keep costs at zero. By limiting my research to the Clarksville location, where I work and have a relationship with all parties involved, I am more easily available which will help with any questions that come up as well as response time.

I anticipate that, from start to finish and given that this is a spare time project, I will need at least two months to complete a proper needs assessment. There will be one month for disseminating the assessment measure and collecting the data and one month for analyzing, building an informal report, sharing that report with participants for feedback, and then completing a final report to send up to the FASC program director for review.

Those are what I can consider to be sources of objective, concrete information related to the training and its effectiveness. What remains to be gathered is much more subjective and based on the perceptions and perspectives of the two groups participating.

This information will be collected via two separate surveys disseminated through Survey Monkey. The advantage to using this program is that it is already in use in the office for much of our training assessments, so the participants are familiar and comfortable with the format; there will not be any difficulties with or adjustment to be made for completing the survey.

One survey will be written for the new hires and one for the supervisors. This will allow me to tailor questions based on my audience. For example, I can ask questions that have the new hires reflect on how well-prepared they feel or what they wish they had learned because they found that skill lacking when they started working.

In the supervisor survey, my questions can center more on what the supervisors see as universal deficiencies or strengths in their subordinates. Most important, however, is that both the employee and supervisor surveys include questions that produce qualitative and quantitative data. Description of how resulting data will be used First, I want to look at the responses and identify the perceived strengths of the FASC site specific training as it currently exists.

The review of the existing course does not presume that the entire thing is worthless in its present state. Every eligibility counselor that comes to one of the FASCs goes through this second phase of training and comes out capable of doing the work that is expected of them.

What I am trying to find out is if and where we can improve this training, so identifying the things currently in place that respondents deem valuable or effective is a critical first step. Assessments offer a framework through which you can identify, collect and prepare data to evaluate the attainment of student outcomes and program educational objectives. Effective assessments use relevant direct, indirect, quantitative, and qualitative measures appropriate to the outcome or objective being measured.

Appropriate sampling methods may be used as part of an assessment process. Efficient and effective assessment strategies require an understanding of the alignment between educational practices and strategies. This can be accomplished by mapping educational strategies which could include co-curricular activities to learning outcomes. Strategies for data collection and analysis need to be systematic and consistent, and focus on assessment related to the performance indicators.

Please contact Regina Lowery, regina. For guidance on developing or refining academic program assessment plans, review the guides, templates and examples below.

Academic Planning and Institutional Research APIR also provides campus data for the assessment of learning outcomes and for context about undergraduate programs. U niversity of W isconsin —Madison. Undergraduate, Graduate and Certificate Programs Program level assessment focuses on what and how an academic program is contributing to the learning and development of students as a group.