1. Course-Embedded
Assessment

2. 2
Workshop Objectives
By the end of the workshop, participants will be able to:
Describe course-embedded assessment.
Identify how goals, alignments, and reporting at
the course-level enable course-embedded
assessment.
Identify strategies for getting started with
course-level assessment.

3. 3
Workshop Objectives
By the end of the workshop, participants will be able to:
Discuss how goals are added to the Blackboard
Learn System.
Design a content item/goal alignments map.
Recognize which types of content items may be
aligned with goals.

4. 4
Workshop Objectives
By the end of the workshop, participants will be able to:
Align goals to content items.
Identify which course-level reports supply
course-level analytics for student
learning/goal coverage.

5. 5
1. Course-embedded assessment
2. Strategies for getting started
3. Align goals to content items
4. Classroom Assessment Techniques
5. Course-level reports
Roadmap

6. 66

7. 77
Collection of data about what and how
students are learning, using activities
that take place within a classroom
environment
Source: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the
teaching-learning process. Issues in Accounting Education, 20(1), 1-19.
Course-Embedded Assessment

8. 88
Data collection time reduced
Motivate students
Timely feedback
Provide instructors with feedback on
instructional strategies and course
design
Source: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the
teaching-learning process. Issues in Accounting Education, 20(1), 1-19.
Course-Embedded Assessment

9. 9
Step 1:
Planning
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

10. 1010
lassroom ssessment echniques
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

11. 1111
The Muddiest Point
The One-Sentence
Summary
Directed
Paraphrasing
Application
Cards
The Minute Paper
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

12. 12
Step 2:
Implementing
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

13. 13
Step 3:
Responding
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

14. 1414
2. Focus on an
assessable
goal
3. Plan classroom
assessment
project
4. Teach target
lesson
5. Collect
feedback data
6. Analyze
feedback data
7. Interpret the
results
8. Communicate
results
9. Evaluate the
project’s
effect(s)
1. Choose
one class
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

15. 15
Teaching aims
Motivation
Good instructional practice
Shared vocabulary
Network
Advantages of
Starting with Goals
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

16. 16
Complex
Time-consuming
Overwhelming
Difficult
Broad
Disadvantages of
Starting with Goals
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

17. 17
Systems administrator turns
on Goals tool and imports or
creates goals.
Instructors align course
content to one or multiple
goals.
Align Goals to Content Items

18. 18
Discussion Boards
Learning Modules
Lesson plans
Folders
Blogs
Journals
Tests
Individual test questions
Assignments
Grade Center columns
Align Goals to Content Items

19. 19
Align Goals to Content Items

20. 20
Align Goals to Content Items

21. 21
Align Goals to Content Items

22. 22
Align Goals to Content Items

23. 23
Align Goals to Content Items

24. 24
Align Goals to Content Items

25. 25

26. 26
Align Goals to Content Items

27. 27
Align Goals to Content Items

28. 28
Course Name:
Goal/Standard/Competency:
Learning Objective(s):
Learning
Activities:
Assessments: Performance
Results:
Immediate
Action Taken:
Future Action
Taken:
Goal Alignments Map
Source: Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for evaluating cross-functional
integration and improving the teaching-learning process. Issues in Accounting Education, 20(1), 1-19.

29. 29

30. 30
Start with assessable goals.
Focus on alterable variables.
Build in success.
Start small.
Get students actively involved.
Ten Guidelines for Success
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

31. 31
Set limits on the time and effort
you will invest.
Be flexible and willing to change.
Work with other instructors who
share your interests.
Ten Guidelines for Success
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

32. 32
Remember that the students
must first learn to give
useful feedback—and then
must practice doing so.
Enjoy experimentation and
risk-taking, not just success.
Ten Guidelines for Success
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

33. 33
Application Cards
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

34. 3434
Course Performance

35. 35

36. 36

37. 37

38. 38

39. 39
1. Course-embedded assessment
2. Strategies for getting started
3. Align goals to content items
4. Classroom Assessment Techniques
5. Course-level reports
Roadmap

40. 40
Muddiest Point
Source: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.

41. 41
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques.
Ammons, J. L., & Mills, S. K. (2005). Course-embedded assessments for
evaluating cross-functional integration and improving the teaching-
learning process. Issues in Accounting Education, 20(1), 1-19.
References

42. 42
Thank
You!
Questions?