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ASSESSMENT OF CORE SKILLS/GENERAL EDUCATION OUTCOMESAngelina Hill, PhD
Associate Director, Office of Academic Assessment
Levels of Assessment
University-level Outcome Statements
Program level Outcome Statements
Course/Educational Experience Outcome Statements
Activity
Identify the level of assessment that applies to your project
Roughly state the core skills that you aim to assess Be as specific as you think is necessary
Activity
Program assessment: What courses address these outcomes, and
at what level (introduce, reinforce, enhance/master)?
Course assessment: Where in the course is the outcome
addressed (e.g., activities, assignments, tests), and at what level?
Assessment Instruments
Design assessment instruments around the type of learning emphasized in the course. What do you want your students to learn?
Direct Methods of Assessment:
Course-embedded assessment (e.g., homework assignment; essays, locally developed tests)
Grading with criteria or rubrics Comprehensive exams Senior thesis or major project Portfolio evaluation Pre and posttests Reflective journals Capstone projects Internal/external juried review of performances and exhibitions Internship and clinical evaluation National Major Field Achievement Tests GRE subject exams Certification exams, licensure exams
Indirect Methods of Assessment:
Survey of perceived outcome attainment by course (survey students or faculty)
Departmental survey Exit interviews Alumni survey Employer survey Focus groups Job placement statistics Graduation and retention rates Percentage of students who study abroad
Assessment Instruments
Some combination of indirect and direct measures is best (in an ideal world)
Allows for converging evidence
Example: students have low confidence in their ability to
formulate a hypothesis students perform below expectations on an
embedded assignment asking them to formulate a hypothesis
Assessment Instruments
What measures do you use already? What additional measure(s) do you think
would be useful?
Assessing Large Classes
Challenges include: Giving rich individual feedback Managing the quantity of grading (yourself,
and coordinating assistants) Avoiding testing that fosters shallow
learning Assessing a diverse mix of students Avoiding plagiarism
Assessing Large Classes
Some strategies: Scoring rubrics
Complex products or behaviors can be examined efficiently Identify characteristics of what you are assessing Describe the best work you could expect based on
these (top category), and the worst (lowest category) Develop descriptions of intermediate-level products
that are meaningful to you 1 to 3 (novice, competent, exemplary), or 1 to 5
(unacceptable, marginal, competent, very competent, outstanding)
Assessing Large Classes
Some strategies: Using samples of student work
Random or performance based Technology
Clickers, web-campus quizzes & surveys, on-line discussion boards
Automating the analysis process Setting up excel templates Structuring exams to easily capture info
Assessing Large Classes
Group projects Peer & self evaluations Evaluations by grad assistants, faculty
committees, etc. Ensure that grading material are understood by
all staff Run training sessions where they evaluate
various levels of student artifacts
Assessing Large Classes
Assess background knowledge early in semester
Use cumulative tasks with more formative feedback that guides efforts on next task
Ask students to consider how topics relate to their discipline area
Assessing Multiple Sections
Direct Measures Imbed common questions in exam for all
sections Create common writing assignment for all
sections Create a multiple choice test to give to all
students at end of semester
Assessing Multiple Sections
Direct Measures cont. Create a pre and post test to give to all
students Compare different modes of delivery!
Indirect Measures Survey of student’s perceived learning
(SALG) Survey faculty
Assessing Multiple Sections
How to get agreement in your department??
Assessing On-line Courses
Formative assessment in on-line classes is key
Assessment processes in on-line classes should: Enable students to self-monitor their
progress Stop lecture after certain time, ask students to
reflect, write down insights, submit feedback as short notes
Assessing On-line Courses
Gather regular feedback from students Pose a question via e-mail about teaching and
invite students to respond Students can respond with personal email
Give regular feedback to students One sentence summaries, minute papers Paper or project prospectus (brief structured
first draft plan)
Developing a Timeline
How frequently can you feasibly measure each outcome?
Or, how frequently can you feasibly use a specific instrument to measure an outcome?
Establishing Criteria
Criteria help you make sense of your results. May not be “right” the first time Expectations that are very low or very high
yield less meaningful results
Closing the Loop
Using results to make improvements is the ultimate goal! Can you do anything about met or unmet
expectations? If not, why see if their met?