Welcome The attendee will understand assessment basics with a
focus on creating learning activities and identifying assessment
expectations. Apply the definition of formative assessment to a
specific program Apply the definition of summative assessment to a
specific program Design formative learning activities and
experiences that are linked to course outcomes to measure student
learning and progress (assessment FOR learning) Design summative
learning activities and experiences that are linked to course
outcomes to measure student learning and progress (assessment OF
learning) Create Direct and Indirect data-collection methods
utilized in each program used to assess student competency Identify
the assessment expectation(s)/benchmark(s) as a result of the
assessment process in each program area
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Did you know that Students can learn better when their college
experiences are not collections of isolated courses and activities
but are purposefully designed as coherent, integrated learning
experiences in which courses and out-of-class experiences build on
and reinforce one another. Suskie, 2004 www.CartoonStock.com
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Assessment of Student Learning Higher Learning Commission
defines assessment of student learning: Assessment of student
learning is a participatory, interactive process that: provides
data/information you need on your students learning engages you and
others in analyzing and using this data/information to confirm and
improve teaching and learning
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produces evidence that students are learning the outcomes you
intended guides you in making educational and institutional
improvements evaluates whether changes made improve/impact student
learning and documents the learning and your efforts
http://www.uni.edu/assessment/definitionofassessment.shtml
Assessment of Student Learning
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Drivers of Assessment Learning-centered paradigm Requirements
for accreditation Discipline/program accreditation Accountability
Support for faculty and students to improve their performance
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Assessment Cycle Assessment cycle is an on-going process of:
establishing clear, measurable expected outcomes of student
learning or service. (established learning goals/expected learning
outcomes) ensuring that students or service users have sufficient
opportunities to achieve those outcomes. (provide learning
opportunities/curriculum map)
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As well as analyzing and selecting assessment methods used to
monitor the alignment of the curriculum with the student learning
outcomes. (assessment methods used: Direct and Indirect) Assessment
Cycle
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And systematically gathering, analyzing, and interpreting
evidence to determine how well student learning or service matches
our expectations. (assess student learning/expectations/benchmarks)
using the resulting information to understand and improve student
learning or service. (use the results/improvement plan) Assessment
Cycle
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EXPECTED LEARNING OUTCOMES LEARNING OPPORTUNITIES (CURRICULUM
MAP) METHODS USED TO ASSESS STUDENT COMPETENCY DIRECT/INDIRECT
ASSESSMENT EXPECTATIONS/BENCHMARK HOW RESULTS WILL BE USED
(IMPROVEMENT PLAN) Adapted from: http://manoa.hawaii.edu/assessment
Assessment Cycle
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Linking Assessments to Curriculum In linking assessment to
curriculum, assessment demonstrates what students know and are able
to do, thus, this becomes the ACHIEVED curriculumwhat the
assessment data says that students know and are able to do.
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Quantitative Assessments Use structured, predetermined response
options that can be summarized into meaningful numbers and analyzed
statistically: GPA Grades Exam scores Standardized test scores
Standardized teaching scores
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Qualitative Assessments Use flexible, naturalistic methods and
are usually analyzed by looking for recurring patterns and themes:
Ethnographic studies Exit interviews Participant observations
Writing samples Open-ended questions on surveys and interviews
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Formative Assessment Informal product or performance designed
to provide student with instant feedback for self-monitoring of
strengths and weaknesses of personal learning expectations.
Assessment FOR learning
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Summative Assessment Formal product or performance designed to
inform student and others about personal achievement regarding
learning expectations. Assessment OF learning
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Formative vs Summative FORMATIVE SUMMATIVE Improve teaching and
learning (or service and satisfaction) Used while learning is
taking place Focus on feedback and adjustment Document learning or
service and satisfaction Occurs at the end of a course or service
period Focus on sum or total with little feedback
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Assessments in 2004 PERFORMANCE TRADITIONAL Students asked to
demonstrate skills Authentic assessments real-life tasks Field
experiences Studio assignments Projects Research papers Blue Book
essay questions Oral examinations Controlled and timed exam setting
Objective tests
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Assessments in 2009 CONTEMPORARY TRADITIONAL Carefully aligned
with goals, the most important information students must learn
Focused on thinking and performance skills Developed from research
and best practices on teaching and assessment Often planned and
implemented without considering learning goals Often focused on
memorizing knowledge low on Blooms Taxonomy Frequently poor quality
tests without consideration of mastery of subject
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Assessment at the Program Level Embedded course assignments
Capstone experiences Field experiences Portfolios Certification
tests Common Student Learning Outcome Rubric
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Direct & Indirect Evidence of Student Learning
Data-collection methods for assessment purposes typically fall into
two categories: direct and indirect. Direct evidence of student
learning comes in the form of a student product or performance that
can be evaluated. Indirect evidence is the perception, opinion, or
attitude of students (or others). Both are important. But, indirect
evidence by itself is insufficient. Direct evidence is required.
Ideally, a program collects both types.
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Types of Evidence DIRECT INDIRECT Tangible, visible, self-
explanatory, compelling and acceptable Scores/pass rates on
licensure/certification exams Portfolios of student work Capstone
experiences Less convincing indicators Grades Student self-ratings
Student/Alumni satisfaction with learning Honors, awards,
scholarships
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Types of Direct Data-Collection Methods
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Direct Data-Collection Methods
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Types of Indirect Data-Collection Methods
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Indirect Data-Collection Methods
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Guidelines for Selecting Assessment Methods The evidence you
collect depends on the questions you want to answer 1. Does the
program meet or exceed certain standards? 2. How does the program
compare to others? 3. Does the program do what is sets out to do?
4. How can the program experience be improved? Using these
assessment questions to guide method selection can help your data
collection priorities. Adapted from Volkwein, J., Program
evaluation and assessment: Whats the question? (1996).
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Use multiple methods to assess each learning outcome Include
both direct and indirect measures Include qualitative and
quantitative measures Choose assessment methods that allow you to
asses the strengths and weaknesses of the programfinding out what
is working well is only one goal of program assessment Adapted from
Umass Amherst, OAPA Handbook, Program-Based Review and Assessment
Guidelines for Selecting Assessment Methods
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Your Turn
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Student Competency Assessments - Direct Methods DIRECT
METHODSEXAMPLES