Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
Assessment of student learning must be directly connected to the learning objectives of your course. You should make these connections clear to students in your syllabus.
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...Dillard University Library
Articulate the genesis of development of a culture of assessment; Identifies the components of institutional effectiveness emanating from a system of data sharing and program improvement; Distinguish the purpose and verbage of a program, course, and student learning outcome
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
Assessment of student learning must be directly connected to the learning objectives of your course. You should make these connections clear to students in your syllabus.
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...Dillard University Library
Articulate the genesis of development of a culture of assessment; Identifies the components of institutional effectiveness emanating from a system of data sharing and program improvement; Distinguish the purpose and verbage of a program, course, and student learning outcome
Topic: Summative Evaluation
Student Name: Akhtiar Ali
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Discuss the needs and importance of evaluation in education.pdfuplevelway
Evaluation in education refers to the systematic process of assessing and appraising educational programs, curriculum, teaching methodologies, student performance, and overall educational effectiveness. The goal of evaluation is to gather information, make informed decisions, and improve the quality of education.
Needs of Evaluation in Education:
Assessment of Learning Outcomes: Evaluation helps assess whether students are meeting the expected learning outcomes. It provides insights into their knowledge, skills, and understanding of the subject matter.
Curriculum Improvement: Evaluation assists in evaluating the effectiveness of the curriculum. It helps identify areas that need improvement or modification to better meet the educational objectives and standards.
Quality Assurance: Evaluation serves as a tool for quality assurance in education. It ensures that educational programs and processes meet established standards and are of a high standard.
Teacher Effectiveness: Evaluating teachers’ performance helps in identifying strengths and areas for improvement. This information is valuable for professional development and enhancing teaching effectiveness.
Feedback for Improvement: Evaluation provides constructive feedback to both educators and students. This feedback is essential for making improvements, refining teaching methods, and enhancing student learning experiences.
Resource Allocation: Through evaluation, educational institutions can assess the efficiency and effectiveness of resource utilization. This helps in making informed decisions regarding resource allocation for improved educational outcomes.
Accreditation and Accountability: Evaluation plays a crucial role in the accreditation process for educational institutions. It ensures that institutions meet certain standards, promoting accountability and transparency.
Policy Development: Evaluation provides data and insights that can inform the development of educational policies at various levels, from the classroom to the national education system.
Using Assessment that Support the Curriculum
How do I link curriculum to assessment?
Assessment for children is a critical piece of the puzzle. Curriculum, standards and assessment join together to help you provide the best learning experiences for children. Practitioners should assess children’s progress on the curriculum content that is presented to children. The information teachers gather about children’s progress helps determine how to design the classroom, the kinds of experiences, and the content that will help children learn new skills. Regular (or ongoing) assessment gives you the information you need for lesson planning and helps you create stimulating learning environments for children.
Topic: Summative Evaluation
Student Name: Akhtiar Ali
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Discuss the needs and importance of evaluation in education.pdfuplevelway
Evaluation in education refers to the systematic process of assessing and appraising educational programs, curriculum, teaching methodologies, student performance, and overall educational effectiveness. The goal of evaluation is to gather information, make informed decisions, and improve the quality of education.
Needs of Evaluation in Education:
Assessment of Learning Outcomes: Evaluation helps assess whether students are meeting the expected learning outcomes. It provides insights into their knowledge, skills, and understanding of the subject matter.
Curriculum Improvement: Evaluation assists in evaluating the effectiveness of the curriculum. It helps identify areas that need improvement or modification to better meet the educational objectives and standards.
Quality Assurance: Evaluation serves as a tool for quality assurance in education. It ensures that educational programs and processes meet established standards and are of a high standard.
Teacher Effectiveness: Evaluating teachers’ performance helps in identifying strengths and areas for improvement. This information is valuable for professional development and enhancing teaching effectiveness.
Feedback for Improvement: Evaluation provides constructive feedback to both educators and students. This feedback is essential for making improvements, refining teaching methods, and enhancing student learning experiences.
Resource Allocation: Through evaluation, educational institutions can assess the efficiency and effectiveness of resource utilization. This helps in making informed decisions regarding resource allocation for improved educational outcomes.
Accreditation and Accountability: Evaluation plays a crucial role in the accreditation process for educational institutions. It ensures that institutions meet certain standards, promoting accountability and transparency.
Policy Development: Evaluation provides data and insights that can inform the development of educational policies at various levels, from the classroom to the national education system.
Using Assessment that Support the Curriculum
How do I link curriculum to assessment?
Assessment for children is a critical piece of the puzzle. Curriculum, standards and assessment join together to help you provide the best learning experiences for children. Practitioners should assess children’s progress on the curriculum content that is presented to children. The information teachers gather about children’s progress helps determine how to design the classroom, the kinds of experiences, and the content that will help children learn new skills. Regular (or ongoing) assessment gives you the information you need for lesson planning and helps you create stimulating learning environments for children.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. American Association for
Higher Education and The
Higher Learning Commission
Changing Institutional Priorities
Conference Workshop
Omaha, Nebraska
June 2003
3. Original Presentation by:
Gail Mee
Dean of Instruction
Mesa Community College
1833 West Southern Avenue
Mesa, Arizona 85202
<gailmee@mail.mc.maricopa.edu>
4. The Assessment Problem
Assessment goes against the grain of
academic culture.
Faculty are suspect of the motivations
that underlie assessment.
The academic community believes
that assessment lacks scientific rigor.
Marchese, 2000
5. Why Assess Student
Learning?
To respond to demands for
accountability from external
constituents.
To provide evidence of institutional
effectiveness.
To document successes and identify
weaknesses in programs.
To improve the curriculum, instruction,
and student learning.
6. Purpose of Assessment
“The overriding purpose of assessment is to
understand how educational programs are
working and to determine whether they are
contributing to student growth and
development. Hence, the ultimate emphasis
of assessment is on programs rather than
on individual students.”
Palomba & Banta, 1999
Assessment Essentials
7. Assessment and the
Learning College
A new kind of college . . .
“The call has gone out for building a
new kind of college – A Learning
College for the 21st Century that will
focus the full resources of the college
on student learning.”
O’Banion, 1997
8. An Inventory for Learning –
Centered Colleges
O’Banion (2000) posits 14 benchmark
activities to be used as guidelines for
learning-centered colleges.
Three of these benchmarks relate
directly to assessing student learning.
9. Learning-Centered Colleges
Hold Conversations about Learning
Identify and Agree on Learning
Outcomes
Assess and Document Learning
Outcomes
O’Banion, Community College Journal,
Aug/Sept 2000
10. Elements of the learning
college
Belief in everyone as a learner
Shared purpose, values, and
leadership
Respect for individualism and
community
Communication and connections
Learning environments
Evidence of learning
12. Guiding Principles
1. Assessment is driven by college
values.
Student learning outcomes are
aligned with college mission, vision,
and values.
Student learning outcomes that are
valued are assessed.
13. Guiding Principles
2. The college makes a long-term
commitment.
The board and administration make
public statements about the
importance of assessment.
There are published statements about
assessment in key documents.
The college has committed resources
to assessment.
14. Guiding Principles
3. The Chief Academic Officer understands
and believes in the value of assessment.
CAO has responsibility for leadership of
assessment.
CAO encourages participation and provides
support for faculty involvement and
professional development.
CAO ensures that results are used
appropriately.
15. Guiding Principles
4. Faculty lead the program and own the
results.
Faculty define student learning
outcomes.
Faculty identify or develop appropriate
tools for assessment.
Faculty use assessment results to
make programmatic changes and
improve learning.
16. 4. Faculty lead the program and own
the results, cont’d.
Faculty governing body is an integral
part of the assessment process.
A majority of faculty are
knowledgeable about assessment
vocabulary and practices.
Faculty pursue development
opportunities related to assessment.
17. Guiding Principles
5. Technical expertise and support are
provided.
Research Office plays a formal
support role, or knowledgeable staff or
faculty play that role.
Roles of faculty and technical support
staff are clearly defined.
18. Guiding Principles
6. Learning outcomes are clearly
defined at the program level.
The difference between “course” and
“program” assessment is clear.
The college has clearly identified
“programs”.
Student learning is assessed at the
completion of a program.
19. Program Level Outcomes
Program level outcomes are not just an
accumulation of course objectives.
Rather, they reflect a synthesis, or a
holistic picture, or what is expected of
students completing a defined
program or course of study.
20. Defining Student Learning
Outcomes
Faculty collaborate and determine
specific student outcomes for a given
program of study.
The outcomes describe what students
will be able to do at the completion of
the program.
21. MCC Sample Gen Ed
Outcome:
Written Communication
Write a clear, well-organized paper
using documentation when
appropriate.
22. Guiding Principles
7. Measurement tools align directly with
learning outcomes.
Outcomes are clearly defined before
measures are developed.
Selected measures match the defined
outcomes.
23. Measurement Tools
Faculty select or develop measures
specifically aligned with well-defined
student learning outcomes.
The measure may be faculty-
developed or externally-developed
standardized measures.
Measures should be pilot-tested.
24. MCC Measurement Tool:
Written Communication
Students are given a writing prompt for
which they must develop and argue for
their position on the given topic.
Students write a multi-paragraph essay.
The essays are blind scored by faculty
using a faculty-developed scoring rubric.
25. Guiding Principles
8. Sound research design and
methodology are used.
There is a systematic plan for gathering,
analyzing, reporting, and disseminating
the results.
a) What is assessed?
b) Who is assessed?
c) How are the assessments administered?
d) Where and when are they administered?
26. Guiding Principles
9. Results are used by faculty to
improve learning.
A process is in place for sharing
results with faculty.
Faculty are making changes to
curriculum and instruction based upon
assessment results.
27. Guiding Principles
10. Assessment is linked to college
planning.
Results are used to develop
department plans.
Results of assessment inform college
planning and budgeting decisions.
28. Linking Assessment and
Planning
Using assessment results to improve
student learning is a stated goal in the
College Strategic Plan.
Faculty and departments develop systems
for reviewing results to improve curriculum,
instruction, and student learning.
The college-wide planning process provides
a structure to complete the feedback loop.
29. Sustaining Assessment for
the Long Term
Create an expectation for assessment
among students.
Catalog, schedule, student handbook,
student newspaper, web sites
Disseminate the results of assessment.
Annual assessment reports, faculty
publications, newsletters, web sites
Constantly evaluate the outcomes,
measures, procedures, and results.
30. Sustaining Assessment
Cont’d.
Link assessment results to planning and
budgeting processes.
Engage faculty in decision-making
during every stage of the process.
Allow the program to evolve and mature.
31. Assessment and the
Learning College
Student outcomes assessment places
learning at the center of the academic
program and the student experience.
Assessment is a necessary component
of the learning college