Assessing Student Learning
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Assessment, according to Baehr Z2004X is a process
used for improving quality. Assessment leads to improvement for both
the Assessor and The Assessed. Assessment is critical for growing life long learning skills and
elevating performance in diverse educational
contexts.
In teaching and learning, assessment could be defined as
a systematic process to determine how for the teaching and learning have achieved its stated learning outcomes so
that decision and further action could be made to improve the teaching and learning process.
As an educational programme is delivered through courses and
lessons it is ultimately imperative to assess the courses
and its lessons.
Outcomes-Based-Learning Definitions :
Competency implies an emphasis on the integration of knowledge, skills and attitudes in performance rather than on acquisition of knowledge and theory as an end to itself The core of a competency-based, outcomes focused curriculum is ensure that students will be able to demonstrate their learned capabilities after they have acquired a necessary combination of knowledge, skills, and abilities
What is a Competency Based Outcomes focused curriculum?
The competency-based approach requires :
Functional analysis of occupational roles
Translation of these roles into knowledge, skills and attitudes needed to fulfill
the roles and responsibilities of the field Assessment of learner’s progress on the basis of
their demonstrated performance of these
outcomes for the field of practice
Curriculum Architecture
Program Outcomes/ Competencies
Course Outcomes
Course Competences
AssessmentStrategies
Learner-Centered Design: Active engagement
Real world applications Continuous feedback
Authentic assessments
Active Engagement
Move from passive learning to active learningFrom knowledge outcomes : describe discuss, identify, list, explainTo active engagement : apply, integrate, implement, differentiate, or formulate
Active Engagement
Engages students in the learning process by :
Allowing students to use a variety of resources to actively engage in the content Allowing students to experience the application of concepts and models through hands on experiences or observational activities Encourages reflective thinking through dialogue with other students and self
Real World Real World ApplicationsApplications
Applications should reflect real world practice Because most practice
involves working with other people, there should be opportunities to practice
skills collaboratively
Type of applications can include case studies,
simulations, real world projects, etc.
Authentic Assessments Requires in-depth understanding vs. memorization of facts Influenced by prior knowledge, experience, and values Must have relevance to real world challenges Focus’ on outcomes Relies on multiple sources of evidence collected over time and in diverse contexts Are evaluated using professional standards of practice
Discipline-Based VS. Outcome-Based
Discipline-Based Outcomes-BasedContent OutcomesObjectives CompetenciesKnowledge/theory focus
Skills/performance focus
Teacher centered Learner centeredPassive learning Active learningSummative Feedback Formative
(continuous)Feedback
Paper and pencil assessments
Authentic Assessments
Competencies, Instructional Competencies, Instructional Strategies, & AssessmentsStrategies, & Assessments
Program Outcome
Description
Competency
Descriptions
Instructional
Strategies
Assessment
CriteriaOutcome 1
Competency 1
Competency 2
Outcome 2
Expected Learning Expected Learning OutcomesOutcomes
An expected learning outcome is a formal
statement of what students are expected to learn in a course. Expected learning
outcome statements refer to specific knowledge, practical skills, areas of professional
development, attitudes, higher-order thinking skills, etc. that faculty members
expect students to develop, learn, or master during a
course (Suskie, 2004)
Outcomes Should Align to Course Assessments
Foundation for backwards design of assessments
At the level of application and synthesis
Integration of knowledge, skills, and attitudes into practice The integration of knowledge into practice is an essential competence that is confirmed through performance assessment Based on various types of situations likely to be encountered in practice.
Course Learning OutcomesThey specify an action by the students that is observable
They specify an action by the students that is measurable
They specify an action that is done by the students in the real world
Verbs to Avoid There are some verbs that are unclear in the context of an expected learning outcome statement : Know, be aware of, appreciate, learn. Understand, comprehend, become familiar with These words are often vague, have multiple interpretations, or are simply difficult to observe or measure
Course level AssessmentsFrom summative to formative assessments
From terminal to continuous assessment
Move away from psychometrics to authentic assessments
Assessing Student
Learning in General
Education Good Practice Case Studies
Alverno College : General Education Case Study Ability-based curriculum Assessment Performance assessment across the curriculum and it’s focus on self assessment in class Students’ general education is also assessed through external assessments taken at particular points in the student’s program
• Public community college
• The College believed that the six intellectual competency of reading,
writing, speaking listening, critical thinking
and computer literacy were expected to be
developed by the end of students core curriculum
experience at the institution.
Blinn College : General Education Case Study
Reading : ability to analyze and interpret a variety of printed materials.
Writing : ability to produce clear correct and coherent prose-adapted to purpose,
occasion, and audience.Speaking : ability to communicate orally in
clear, coherent, and persuasive language appropriate to purpose, occasion
and audience.Listening : ability to analyze and interpret various forms of spoken communication.
Critical Thinking : Critical thinking embraces method for applying both
qualitative and quantitative skills analytically and creatively to subject
matter in order to evaluate arguments and to construct alternative strategies.
Computer literacy : ability to use computer-based technology in
communicating solving problems and acquiring information.
Coker College : General Education Case Study
General Education Program ขณะน()เร(ย์กช+�อใหม&ว&า Liberal Arts Studies Program (LASP)
LASP = general skills แลัะ Specific Knowledge ซึ่��งเร(ย์กรวมก�นว&า “baskets”
General skills ประกอบด้�วย์ Writing, Public speaking, Mathematic/computer science, Non native language, แลัะ Physical education Knowledge in the arts Knowledge in the behavioral sciences Knowledge in the humanities Knowledge in the natural sciences Knowledge in the United Stakes Knowledge in the wider world
LASP assessment program is the result of a process : Academic Profile, an instrument from the Educational Testing Service such as critical thinking.
LASP assessment program is the result of a process : Academic Profile, an instrument from the Educational Testing Service such as critical thinking.
James Madison University : General Education Case
Study The General Education Program called The Human Community. Its overall purpose is
: promoting “the cultivation of habits of the mind and heart that are essential to informedcitizens in a democracy and world community.”
LASP assessment program is the result of a process : Academic Profile, an instrument from the Educational Testing Service such as critical thinking.
Five general education areas were termed clusters. The five clusters are organizational categories that generally reflect standard categories within higher Education in the US.
• Cluster One : skills for the 21st Century includes courses in freshman composition,
oral communication, and critical thinking, and competency tests in basic technology skills and information literacy. Completion of Cluster On is required of all students by the end of their freshman year.• Cluster Two : Arts and Humanities includes courses in historical and philosophical foundations, appreciation of the fine arts, and appreciation and analysis of literature.
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• Cluster Three : The Natural World includes one course addressing mathematics and at least two courses Representing different approaches to science, and incorporate a laboratory component.• Cluster Four : Social and Cultural Processes includes two courses based in those aspects of social science that address groups and institutions, one focused on the United States and one focused on global content.
• Cluster Five : Individuals in the Human Community includes two courses,
one based in social science focused on the individual and one addressing college-level health and wellness.
LASP assessment program is the result of a process : Academic Profile, an instrument from the Educational Testing Service such as critical thinking.
The goal of assessment of the General Education Program is to provide results that can inform our faculty about the growth and development of JMU students all areas of the program. JMU has designed analytic strategies to be employed with general education assessment data, Four important educational research questions frame the of our analytical strategies. These research questions focus on the following :
• Differences. Do students learn or develop more if they have successfully completed courses when compared to students who have not (i.e., no coursework completed compared to those that have completed one course or two courses)?• Relationships. What is the relationship between assessment out-comes and relevant program indicators (i.e., course grades)?• Change. Do students change over time?• Competency. Do students meet our expectations?