Computer Literacy Placement Exam Design And Assessment


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Presentation given at Course Technology's 2010 Conference: Connecting Today. Shaping Tomorrow. March 11, 2010

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Computer Literacy Placement Exam Design And Assessment

  1. 1. Computer Literacy Placement Exam Design and Assessment<br />Amber M. Epps<br />The Art Institute of Pittsburgh<br />
  2. 2. What is Computer Literacy?<br />Computer-related terminology<br />Hardware and software basics<br />Basic operating system functionality<br />File management<br />Using the internet and understanding related issues<br />Productivity applications<br />
  3. 3. Why Do We Care?<br />
  4. 4. Facts<br />May or may not be a required course<br />Students complain!<br />Faculty complain!<br />
  5. 5. Myths<br />Students already know “this stuff”<br />Should be removed from curriculum without a backup plan<br />
  6. 6. Survey Says...<br />Students don’t always know as much as they think they do<br />Students need to meet minimum proficiency requirements<br />School-defined<br />Industry-defined<br />Every school is different<br />Need to continue research<br />
  7. 7. So Now What??<br />
  8. 8. Assessment!<br />According to the Higher Learning Commission:<br />“Assessment of student learning is a participatory, iterative process that:<br />Provides data/information you need on your students’ learning<br />Engages you and others in analyzing and using this data/information to confirm and improve teaching and learning<br />Produces evidence that students are learning the outcomes you intended<br />Guides you in making educational and institutional improvements<br />Evaluates whether changes made improve/impact student learning, and documents the learning and your efforts.”<br />
  9. 9. Assessment! (cont)<br />Accreditation often requires computer literacy standards<br />Not always fun...but important<br />Evolving work in progress<br />Don’t expect perfection right away<br />
  10. 10. Where to Begin?<br />Know your school’s policies<br />Who else is involved?<br />Consider the scope<br />How many students will be affected?<br />Online students?<br />Staffing requirements<br />Get faculty involved!<br />Use tools that are available to you<br />
  11. 11. Next...<br />Platform issues: PC vs Mac<br />Plan...<br />What’s important?<br />What do you want to know?<br />Start with your competencies<br />What should students know?<br />Find balance between theory and application<br />Ask faculty what matters most<br />
  12. 12. Suggestions!<br />Use a question pool<br />Check text book instructor resources<br />Separate competencies by section<br />Automate as much as possible<br />Clear rubrics when manual grading required<br />What is a passing score?<br />Pilot test with a focus group<br />Be flexible and aware of changes<br />Remote testing?<br />
  13. 13. So I’ve Created My Exam...Now What?<br />What to assess:<br />Pass/fail rate overall<br />Pass/fail rate per major<br />Pre/post test differences<br />Anything that’s important to YOU and YOUR school<br />
  14. 14. What Does Assessment Tell Us?<br />Achievement of learning outcomes<br />Competency proficiencies<br />Competency deficiencies<br />Changes to degree requirements?<br />
  15. 15. Let’s Look At Some Real Examples<br />
  16. 16. Pre-Test: Theory*Based on 80% as Passing Score<br />
  17. 17. Test-Out Results*Based on 80% as Passing Score<br />
  18. 18. Questions!!<br />Why is the pre-test passing rate so low?<br />Why is the test-out passing rate so high?<br />
  19. 19. Time to share!<br />Feel free to contact me:<br />Amber M. Epps<br />The Art Institute of Pittsburgh<br />412.291.7398<br /><br />