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Student Learning Assessment Resources

Data Collection and Integrity Overview

Data Collection and Integrity

The assessment methods section of the report explains the how of assessment for your academic program. In the Data Collection and Integrity section, you want to explain the details of how your assessment method is implemented. When are the measures administered and to which specific students? Consistency across campuses and modes of instruction should be taken into consideration and clearly explained. This is also the section where you would include your sampling strategy and justification if you are working with a sub-section of students from large enrollment courses.

Collecting and ensuring the integrity and security of data presents unique challenges depending on the circumstances of your specific course. Think through what you do as a step-by-step process and be specific in explaining that process to your readers.

Tips for Data Collection and Integrity

  • Be sure to include specific details about what point in the semester your assessment is administered and why that is the appropriate point to measure the desired student learning.
  • Include specific details about motivation conditions -- what percentage of the course grade does the assessment represent? Is that equivalent for all sections on all campuses?
  • Include specific details about the sample size, such as the number of students taking the course on each campus/mode of delivery, number of majors, number of graduating seniors, the number of sections offered, the size range of sections; if you are using a representative sample, explain in detail the process used to select that sample and ensure that it is a randomized representative sample of the overall student population in the course.

Keep in mind: Things don’t always go according to plan, for very good reasons. If you have a gap in your data or concerns about the data’s integrity, be direct and honest about it in your assessment document. Simply offer an explanation of what happened and how you hope to resolve that issue in the future.

Examples

For examples of data collection from Georgia Southern University academic programs, please see the Academic Program Assessment Document Handbook or the Core Course Assessment Document Handbook.

 

Data Collection Peer-review Critieria

Academic Program Student Learning Outcome Assessment Data Collection and Integrity

At Georgia Southern, the Academic Assessment Steering Committee (AASC) reviews all academic program assessment documents on an annual basis. When reviewing data collection and integrity, the committee uses the following rubric criteria to provide feedback to the program:

1 - BEGINNING 2 - DEVELOPING 3 - ACCEPTABLE 4 - EXEMPLARY
It is unclear how the information provided relates to this assessment cycle. Information is provided about the data collection process in this cycle, but not enough to generate confidence in the findings (e.g., sample size is too small, student motivation conditions are inconsistent, rubric is not normed with raters, etc.). Process will provide limited information for guiding instruction and curriculum. Enough information is provided about administration of the measurement tool and data collection process to generate confidence in the findings. This includes: adequate student population targeted with an assignment and measurement tool; sufficient sample size for statistically significant results (especially if different from the student population), with a rationale for representative sampling (if appropriate); consistent student motivation conditions across multiple administrations of the assignment and measurement tool; use of multiple raters for performance-based assignments as well as norming and reconciliation process (how all raters apply and score the measurement tool consistently). Process will provide useful information for guiding instruction and curriculum. Information provided demonstrates that data collection occurs throughout the curriculum and involves multiple faculty members. Information is included about how data are collected, anonymized, and shared among faculty members. An ongoing, inclusive, systematic process is in place for collecting data to make decisions and improve learning within the program, appropriate to the program's internal and external constituencies.

General Education Student Learning Outcome Assessment Data Collection and Integrity

At Georgia Southern, the General Education and Core Curriculum (GECC) committee reviews all general education student learning assessment documents on an annual basis. When reviewing data collection and integrity, the committee uses the following rubric criteria to provide feedback to the course:

1 - BEGINNING 2 - DEVELOPING 3 - ACCEPTABLE 4 - EXEMPLARY
It is unclear how the information provided relates to this assessment cycle. Information is provided about the data collection process in this cycle, but not enough to generate confidence in the findings (e.g., sample size is too small, student motivation conditions are inconsistent, rubric is not normed with raters, etc.). Process will provide limited information for guiding instruction and curriculum. Enough information is provided about administration of the measurement tool and data collection process to generate confidence in the findings. This includes: adequate student population targeted with an assignment and measurement tool; sufficient sample size for statistically significant results (especially if different from the student population), with a rationale for representative sampling (if appropriate); consistent student motivation conditions across multiple administrations of the assignment and measurement tool; use of multiple raters for performance-based assignments as well as norming and reconciliation process (how all raters apply and score the measurement tool consistently). Process will provide useful information for guiding instruction and curriculum. Information provided demonstrates that data collection occurs at appropriate points in the course and involves multiple faculty members. Information is included about how data are collected, anonymized, and shared among faculty members. An ongoing, inclusive, systematic process is in place for collecting data to make decisions and improve learning within the course.

Data Collection Additional Resources