Second Annual Assessment Training and Research Institute (ATaRI)
Venue: Aloft Tallahassee Downtown
|Event Date/Time: May 17, 2010||End Date/Time: May 19, 2010|
|Registration Date: Apr 25, 2010|
|Early Registration Date: Feb 25, 2010|
|Abstract Submission Date: Feb 15, 2010|
|Paper Submission Date: Feb 15, 2010|
About the Assessment Training and Research Institute
Pressures from the public and requirements to document institutional effectiveness are some of the forces that have brought assessment into the limelight. It is a good thing that institutions are waking up to the clarion call to provide solid evidence of student learning outcomes. Assessment is a multi-step process as reflected in the F.A.M.O.U.S. Approach, which has been tested and found to be easily adaptable and implementable.
The Assessment Training and Research Institute is designed for practitioners to develop/reinforce the skills for designing and managing the challenges of implementing assessment programs, processes, or projects. In particular, participants of the ATARI will be guided through each step of the F.A.M.O.U.S. Approach and the provided hands-on experiences will give them the confidence necessary to implement and manage successful assessment systems. Concurrent sessions focused on â€œclosing-the-loopâ€ will also allow for participants to share their experiences with implementing desirable changes based on assessment findings.
Institute Theme and Areas of Interest
The 2nd Annual ATaRI theme is â€œThe Closed Loop: Where is the Evidence?â€ Consistent with this theme, we are accepting proposals to be presented that highlight research related to assessment efforts, particularly research on how assessment activities have enhanced student performance, student services, as well as developed institutional effectiveness.
Topic Areas of Interest are:
ï¶ Improvement decisions triggered by assessment results. What kinds of changes/improvements in programs/services have resulted from assessment findings? What key findings from assessment guided these changes/improvements? What specific roles, if any, were played by key stakeholders (faculty, students, staff, and administrators) in the change/improvement process? What are the lessons learned from this process that can be beneficial to others?
ï¶ Impact of assessment on programs/institutional effectiveness with focus on areas such as improvement, accountability, or accreditation. How has assessment made a difference in the program/institutionâ€™s effectiveness in achieving improvement, accountability, or accreditation? What impact has assessment made with regards to student learning outcomes, student service outcomes, or the institutionâ€™s processes outcomes? What are the lessons learned that can be beneficial to others?
ï¶ Implemented improvements based on assessment results: course/classroom, program/department, institutional level, or student affairs. What specific improvements, as a result of assessment, were achieved at the course or program levels for instructional programs? How were processes improved at the unit or divisional level for administrative units as a result of assessment? What evidence is available to show changes and improvements? What differences or improvements has assessment enabled? What are the lessons learned that can be beneficial to others?
ï¶ Obtaining/securing grant funding based on assessment results. What roles did the assessment process play in securing funding? How were the assessment results used in this process of obtaining funding? What are the lessons learned from this process that can be beneficial to others?
ï¶ Improving student enrollment and retention. How did the assessment processes lead to improvement in student enrollment and retention? How were the assessment results used for improving student enrollment and retention? What are the lessons learned that can be beneficial to others and the next steps?