Value of Assessment
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
708
On Slideshare
486
From Embeds
222
Number of Embeds
9

Actions

Shares
Downloads
8
Comments
0
Likes
0

Embeds 222

http://academicaffairs.uoregon.edu 178
http://assessment.uoregon.edu 32
https://academicaffairs.uoregon.edu 4
https://academicaffairs-test.uoregon.edu 2
http://academicaffairs.itdev.uoregon.edu 2
http://academicaffairs-prod.uoregon.edu 1
http://academicaffairs-test.uoregon.edu 1
http://assessment.fadev.uoregon.edu 1
http://assessmentd6.fadev.uoregon.edu 1

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Assessment II:Moving from Theory to Practice
    April 14, 2011
    Ken Doxsee, Academic Affairs
    and
    Jason Schreiner, Teaching Effectiveness Program
  • 2. Overview
    Motivation – The value of assessment
    Curriculum mapping – the concept
    Samples of curriculum maps
    Creation of a curriculum map
    Steps and strategies
    Establishing outcomes at the Department or Program level
  • 3. Resources
    University of Oregon Assessment Workshop Slides
    http://assessment.uoregon.edu/node/70
    University of Hawaii Manoa Curriculum Mapping/Matrix
    http://manoa.hawaii.edu/assessment/howto/mapping.htm
    University of West Florida Center for Teaching, Learning and Assessment
    http://uwf.edu/cutla/curriculum_maps.cfm
    Boise State University
    http://ctl.boisestate.edu/programs/CurriculumRevision.asp
    http://ctl.boisestate.edu/maps/Faculty_Program-Level_Outcomes.pdf
  • 4. Student Experience at the Research University Survey (SERU)
    Origins in U of California system – UCUES
    Extension to AAU institutions
    Oregon, Texas, Florida, Pitt, Rutgers, Michigan, Minnesota
    Highlights
    Annual analysis of student self-reported observations and experience
    Target population – all undergraduates
    Data drillable to individual department level
    2010 UO SERU – ca. 3,800 student responses
  • 5. SERU Focus Areas
    Satisfaction with Educational Experience
    Current Skills Self-Assessment
    Gains in Self-Assessment of Skills
    Development of Scholarship
    Understanding Other Perspectives
    Research Experiences
    Quantitative Skills
    Use of Time / Academic Disengagement
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16. Self-Reported Gains in Competencies
  • 17. UO Students Think They Learn A Lot
    Does that make you wonder if it’s true?
    If so, when do these gains occur?
  • 18. Time spent in class (blue) and out of class on academic pursuit (red), relative to UO average
    *
    *
    *
    *
    *
    *
    *
    * = n < 10
    Time Utilization
  • 19. Time spent in class (blue) and out of class on academic pursuit (red), relative to UO average
    *
    *
    *
    * = n < 10
    Time Utilization
  • 20. Time spent in class (blue) and out of class on academic pursuit (red), relative to UO average
    B
    B
    B
    *
    * = n < 10
    B = Bend campus offering
    Time Utilization
  • 21. Curriculum Mapping
    A method to align instruction in courses with desired program-level outcomes and to support decision making about the curriculum.
    • Are the objectives aligned with the curriculum?
    • 22. Is the curriculum aligned with overall objectives?
    • 23. What is the relationship between what students do in their courses and the program’s learning objectives?
    • 24. Identification of gaps (or overemphasis) can lead to curricular change, offering promise for improved student learning and attenuated faculty workloads.
  • Benefits of Curriculum Mapping
    Improves program coherence.
    Increases the likelihood that students achieve program level outcomes.
    Documents what is taught and when.
    Reveals gaps and redundancies in the curriculum.
    Assists the program in making informed decisions regarding the curriculum.
    Helps design an assessment plan.
  • 25. Types of Curriculum Maps
    “Yes or no”
    “Intensity scale”
    E.g., Introduced/Developing/Mastering
    E.g., Basic/Intermediate/Advanced
    Scales of maps
    Alignment of course assignments with course or program goals
    Alignment of course goals with program goals
    Curricular alignment with program goals
  • 26. “Yes or No” Mapping
  • 27. “Intensity Scale” Mapping
  • 28. Assignment Alignment with Course(or Program) Objectives
  • 29. Course Alignment with Program Objectives
  • 30. Curriculum Alignment with Program Objectives
  • 31. I=Introduce; R=Reinforce; E=Emphasize
    http://assessment.uconn.edu/docs/Curriculum_Map_Business.pdf
  • 32.
  • 33. Developing and Using aCurriculum Map
    Develop/confirm program-level student learning outcomes.
    List recommended and required courses, including Core/LFL courses.
    Create the map in the form of a table.
    Mark courses that currently address these outcomes indicating the level at which the outcomes are addressed (and how they are assessed, if you wish).
    Analyze the map, noting gaps, redundancies, and areas where additional information is needed.
    Gather additional information including evidence related to student achievement of the outcomes.
    Use the map to make decisions about the program’s curriculum and assess its effectiveness.
  • 34. Program Core Outcomes
    Communication: oral (speaking/listening) and written (reading/writing)
    Interpersonal: collaboration, leadership
    Problem-solving: application of content/methods to a variety of contexts
    Critical thinking: application of inquiry/methods to a variety of contexts
    Information literacy: how to use information (computer, library, media, technical, modeling, etc.)
  • 35. Program Core Outcomes
    Multicultural awareness: respecting others and multiple views
    Intellectual flexibility: open to new ideas and adaptive to changing environments
    Methods: inquiry process, evidence gathering and assessment, statistics, etc.
    Ethics: world, personal, research
    Responsibility: well-rounded character, civic engagement, etc.
  • 36.
  • 37. Examples
    Vague: The student will gain knowledge of automated chemistry tests.
    Specific: The student will state the principle for each automated chemistry test listed.
  • 38. Examples
    Vague: The student will be familiar with red blood cell maturation in the bone marrow.
    Specific: The student will diagram the maturation of red blood cells.
  • 39. Examples
    Vague: The student will become familiar with theories of population growth.
    Specific: The student will compare and contrast neo-Malthusian, modernization, and distributionist theories of population growth.
  • 40. Examples
    Vague: The student will understand the benefits of various exercise modalities for an elderly person.
    Specific: The student will determine the most appropriate exercise modality for health maintenance in a patience who is elderly.
  • 41. Drafting Process
    Draft: Students will be familiar with the major theories of the discipline
    Revision 1: Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving
    Revision 2: Students will summarize the concepts of withdrawal, smoothing, forcing, compromising, and problem solving
    Specific: Students will summarize the five major approaches to conflict resolution: withdrawal, smoothing, forcing, compromising, and problem solving
    Higher order thinking objective: Students will choose and defend a conflict resolution approach appropriate for a given situation
  • 42. Course Example
    This course is designed to facilitate your learning and practice of essential knowledge and skills for engaging in critical social and environmental inquiry or ‘critical environmental studies.’ If you invest your time and effort fully in meeting course expectations and requirements, you should finish the term being able to:
    Recognize and describe environmental problems
    Examine and diagnose social ‘root causes’ of environmental problems
    Appraise potential solutions for addressing environmental problems
    Articulate viable courses of action for addressing environmental problems
    Use your own voice to contribute meaningful ideas to public discourse about environmental issues
    Summarize and critique major social scientific interpretations of environmental change