3. ogating whether or not we are keeping our promises in t
http://www.assessment.uconn.edu/why/index.html
http://www.assessment.uconn.edu/why/index.html
4. –John Dewey
“Any genuine teaching will result, if successful, in
someone's knowing how to bring about a better
condition of things than existed earlier.”
5. M.Div Degree Program
Assessment @WTS
Theology
Credo (Senior Theology
Thesis)
Formation for Ministry
Case Study from Summer
Internship
Exegesis
Old Testament/New Testament
1st year Exegetical Paper
6. Elements of
Assessment• Assessment Dossier
• Student Learning Outcomes
• Artifacts
• Rubrics
• Syllabus for Course (context)
• Process
• Reports
• Initial Assessment Team Report
• Field Report, “Acting on Recommendations”
• End of Year Report, “Closing the Loop”
• Repeat
8. –From Banta, et. al., in Assessment in practice: Putting principles to work on
college campuses
“institutional assessment efforts should not be
concerned about valuing what can be measured
but, instead, about measuring that which is valued”
9. Elements of
Assessment
Theology Field
Graduating students will
be able to provide a
theological summary of
their Christian faith and
will have a knowledge
(both cognitive and
experiential) of the global
character of the church’s
witness.
Student Learning Outcomes
(SLOs)
What a student is able to do at the
end of a degree program
SLO’s emerge from the mission of
the school
10. Elements of
Assessment
Theology Field
Credo: Capstone mini-
thesis in an upper level
required theology course.
The Credo serves as
preparation for classes
exams
Artifacts
The randomly-selected student-
produced document or project
used to evaluate how students
(plural) fulfill the program
outcomes
11. Elements of
Assessment
Rubrics
A scoring tool that
measures the important
value-based criteria
embedded in the SLOs
Theology Field:Credo
Graduating students will be able to
provide a theological summary of their
Christian faith and will have a
knowledge (both cognitive and
experiential) of the global character of
the church’s witness.
Theological Coherence and Breadth
Depth of Personal Internalization
Engagement with the global
character of the church’s witness
Engagement with one’s own
theological tradition
clarity of communication to the
specified audience (the local church)
12. Elements of
Assessment
Context of the Artifact: Modern Church
History, 3.0 credit hours
This course offers an introduction to modern
Christianity via an examination of the main
ideas, persons, movements, and institutions
that shaped the development of Christianity in
America. The approach is historical,
beginning with the Christian diaspora from
Western Europe in the sixteenth century and
following major themes into the twenty-first
century.
Assignment Description
Starting in week 2, a weekly reading journal is due,
based on the readings for the week. The purpose
of the reading journals is for students to engage
thoughtfully with the assigned readings in advance
of class discussion and to provide a resource as
you craft course papers and the final exam. Unless
otherwise specified, reading journals are due in
hard copy form at the end of the class period. Each
journal should run no more than one page, double-
spaced, and, with all of the assigned readings for
the week in mind, should include the following
elements:
1) Write four or five sentences that capture the
key point(s) of the assigned readings.
2) List any important figures, events, or dates
that you would like to remember.
3) Offer a 140 character summary of the
highlighted primary source reading noted for the
week. (If you choose to do so, you can also
Tweet your summary, using the hashtag,
#ch03pts.)
4) In one or two sentences, respond to how the
readings connect to overall course themes
14. Elements of
Assessment
Reports
Four Reports
Initial Assessment Team
Report
Assessment Coordinator’s
Report (with numbers)
Field Report, “Acting on
Recommendations”
End of Year Report,
“Closing the Loop” OR
AKA What we did and did
not do that we said we
would do in the earlier
report
We do assessment to move toward ensuring that what we say we hope for in teaching, we can celebrate that students are learning. Assessment is about “keeping our promises.”
the design of the process seeks to measure that which we value and to include those whom we value….faculty and local pastors, who DO the work that our degree programs prepare people to do….
This example is from the theology field, which includes History and Ethics at our school.
WTS exists to prepare men and women called by God to lead the church in mission
Distribute the artifacts
Distribute Rubric (paper copy)
Distribute Rubric (paper copy)
Do the Process NOW!
Welcome to the Assessment Team meeting.
