Examining the exam
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Examining the exam

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The Writing Initiative focuses on assuring quality in students’ writing through assessment and intervention. The final exam represents one course-level assessment in which faculty play a key role in ...

The Writing Initiative focuses on assuring quality in students’ writing through assessment and intervention. The final exam represents one course-level assessment in which faculty play a key role in measuring students’ writing ability.

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  • Measuring quality in writing courses occurs at three equally important levels: institutional, program, and course levels. Exam represent one, but an important, assessment opportunity. UMUC is committed to continuous quality improvement in writing instruction.

Examining the exam Examining the exam Presentation Transcript

  • Examining the Exam: Assuring Quality Across Writing Courses UMUC Second Annual Writing Conference Donna Oti, PhD Associate Professor Assistant Academic Director for Writing July 30, 2005
  • Examining the Exam: Assuring Quality Across Writing Courses Examining the Exam: Assuring Quality Across Writing Courses This session provides an overview of UMUC’s final exam expectations including guidelines for constructing, submitting and grading final exams.  The Writing Initiative focuses on assuring quality in students’ writing through assessment and intervention. The final exam represents one course-level assessment in which faculty play a key role in measuring students’ writing ability.  Do your final exams measure specific course objectives?  When is it appropriate to give open- or closed-book exams? What challenges do you face when designing proctored final exams for online writing courses? In addition to discussing the above topics, participants will also share ideas for proctored final activities in face-to-face classes.
  • Presentation Overview
    • Why exam our exams?
    • What are UMUC expectations for submitting, grading and constructing final proctored exams?
    • What specific challenges do you face as a writing instructor?
    • What are appropriate proctored final activities for a face-to-face class?
  • Why examine the exam? Faculty members are the key individuals in assessing the extent to which student learning matches intended outcomes… Faculty Handbook, p. 35
  • Why examine the exam?
    • The faculty’s role in building an assessment culture
      • Implement a variety of learning assessment activities that support the collection of reliable data and findings.
      • Adhere to established outcomes, goals and objectives of a given program or course.
      • Utilize direct and indirect assessment measures aligned with the curricular goals and objectives of a given program or course.
      • Advocate continuous assessment of student learning as an institutional priority.
      • Collaborate in the use of learning assessment results to facilitate program and institutional innovation.
  • Why examine the exam?
    • Measuring quality in writing courses occurs at three equally important levels: institutional, program, and course levels.
    • Exam represent one, but an important, assessment opportunity.
    • Quality Matters, UMUC is committed to continuous quality improvement in writing instruction.
  • Do exams differ from other assessment?
    • Formative assessments are on-going and used to inform instruction.
    • Summative assessments (exams) offered at a point in time may be used to improve courses.
    • Both work together to ensure quality improvements in writing courses.
  • What are some benefits of exams?
    • Reinforce the integrity of online courses
    • Verify students performance matches expectations and standards
    • Obtain information to improve instruction
    • Benchmark to student academic progress
    • Guide to inform curriculum review
    • Provide a quality assurance measure
  • What are UMUC’s expectations?
    • Administrative Procedures
      • Submit exam
      • Inform students of registration process
      • Submit final grades in 72 hours
      • Review Incomplete Policy
      • Use Incomplete Agreement form
      • Use procedure for late grade change
      • Consult make-up exam instructions
  • What are UMUC’s expectations?
    • Constructing final exams
      • Constructed from course objectives and course content
      • Of adequate length
      • Reliable, valid, and rigorous
      • Selecting the appropriate format
      • Administered in a consistent manner
      • Scored in a consistent manner
  • Discussion
    • What exam challenges do you face as a writing instructor?
    • What proctored final activities do you find most useful?