The full paper and ppt presentation are prepared and presented as a member of the IAMU PAES working group (https://iamu-edu.org/working-group/wg-on-iamu-paes/). The presentation is outlined with the Background and Rationale ( IAMU -PAESP Project meetings; IAMU-PAESP project objectives /purpose; and the IAMU-PAESP project 3 Distinctive phases. There is no Related Literature/Studies. It is more on the forms of assessment and student learning because this is the first of its kind and a challenge to the researcher. The methodology is used in data collections are Observation, Interview, Survey Questionnaires pilot tested, and Literature Search/ content analysis. The Results and Findings include the Benefits from 3 perspectives: From MAAP WG member/coordinator (experience and observation); From MAAP officers, faculty, and staff (observation, interview, and questionnaire), and the MAAP students' perspectives (Observation and interviews) . The benefits were analyzed quantitatively and qualitatively. The benefits have been summarized using the acronym IAMU-PAES -P for easy recall.
or challenges as P. The paper ends with concluding remarks and recommendations. References are also cited.
Dr. Fred C. Lunenburg - measurement and assessment in schools schooling v1 n1...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum, NATIONAL FORUM JOURNALS, Houston, Texas, Dr. William Allan Kritsonis, Editor-in-Chief,
www.nationalforum.com
National Refereed Journals
The full paper and ppt presentation are prepared and presented as a member of the IAMU PAES working group (https://iamu-edu.org/working-group/wg-on-iamu-paes/). The presentation is outlined with the Background and Rationale ( IAMU -PAESP Project meetings; IAMU-PAESP project objectives /purpose; and the IAMU-PAESP project 3 Distinctive phases. There is no Related Literature/Studies. It is more on the forms of assessment and student learning because this is the first of its kind and a challenge to the researcher. The methodology is used in data collections are Observation, Interview, Survey Questionnaires pilot tested, and Literature Search/ content analysis. The Results and Findings include the Benefits from 3 perspectives: From MAAP WG member/coordinator (experience and observation); From MAAP officers, faculty, and staff (observation, interview, and questionnaire), and the MAAP students' perspectives (Observation and interviews) . The benefits were analyzed quantitatively and qualitatively. The benefits have been summarized using the acronym IAMU-PAES -P for easy recall.
or challenges as P. The paper ends with concluding remarks and recommendations. References are also cited.
Dr. Fred C. Lunenburg - measurement and assessment in schools schooling v1 n1...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum, NATIONAL FORUM JOURNALS, Houston, Texas, Dr. William Allan Kritsonis, Editor-in-Chief,
www.nationalforum.com
National Refereed Journals
An Empirical Study on Attainment of Course Outcome for an Engineering course ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Presentation content from Electric Paper Ltd. recent seminar series on Effective Course Evaluation based upon interviews from Senior Academics and Student Representatives
Factors Affecting the Utilization or Non-Utilization of the Portfolio Assessm...INFOGAIN PUBLICATION
This study involved an investigation of the factors that affect the utilization or non-utilization of portfolio assessment in evaluating performance in mathematics of both college and high school students from De La Salle Lipa. Thirty-five teachers were asked to accomplish two validated brief surveys – one is for gathering information about their profile and the other is for probing into the different assessment tools they are using to evaluate the performance of their students in mathematics. Out of the 35 respondents, only 9 were using portfolio assessment either in the form of report of group project, open-ended questions, or draft, revised and final versions of students work on a complex mathematical problem. The demand for considerable time in planning instructional activities and development of grading rubrics or criteria were among the limiting factors identified by the 26 respondents for not using portfolio assessment. Among the alternative forms of assessment used by these teachers were KPUP (Knowledge, Process, Understanding and Product) Oriented, UbD (Understanding by Design) approach, and online assessment tools.
EDLD808 Program Evaluation Final Project - Online EducationPaul Gruhn
This presentation is a summary of a program evaluation project I performed on the CSC230 Database for Web Applications course, which I teach online, to Community College Students.
This presentation examines inter-rater reliability of the HSP portfolio rubric in addition to student and faculty experiences with the Capstone course.
An Empirical Study on Attainment of Course Outcome for an Engineering course ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Presentation content from Electric Paper Ltd. recent seminar series on Effective Course Evaluation based upon interviews from Senior Academics and Student Representatives
Factors Affecting the Utilization or Non-Utilization of the Portfolio Assessm...INFOGAIN PUBLICATION
This study involved an investigation of the factors that affect the utilization or non-utilization of portfolio assessment in evaluating performance in mathematics of both college and high school students from De La Salle Lipa. Thirty-five teachers were asked to accomplish two validated brief surveys – one is for gathering information about their profile and the other is for probing into the different assessment tools they are using to evaluate the performance of their students in mathematics. Out of the 35 respondents, only 9 were using portfolio assessment either in the form of report of group project, open-ended questions, or draft, revised and final versions of students work on a complex mathematical problem. The demand for considerable time in planning instructional activities and development of grading rubrics or criteria were among the limiting factors identified by the 26 respondents for not using portfolio assessment. Among the alternative forms of assessment used by these teachers were KPUP (Knowledge, Process, Understanding and Product) Oriented, UbD (Understanding by Design) approach, and online assessment tools.
EDLD808 Program Evaluation Final Project - Online EducationPaul Gruhn
This presentation is a summary of a program evaluation project I performed on the CSC230 Database for Web Applications course, which I teach online, to Community College Students.
This presentation examines inter-rater reliability of the HSP portfolio rubric in addition to student and faculty experiences with the Capstone course.
История создания мотоциклов Bmw/The history of Bmw motorcyclesNAMOTORE 24
Полезные советы от компании На моторе! Читай еще больше полезностей на нашем сайте: http://namotore24.ru
Подпишись на наш канал на Ютубе и смотри еще больше обучающих видео!
http://www.youtube.com/user/namotore24
Смотри самые свежие мотоновости и мотоновинки Вконтакте! http://vk.com/namotore24
Будь первым! Будь на моторе!
В Украину приезжает великий Seth Riggs /Сет Риггс/ - учитель Мадонны, Дженифер Лопес, Стиви Уандера,Тины Тернер, Барбары Стрейзанд, Хулио Иглесиас, Энрике Иглесиас и Его Величества Майкла Джексона!
Украинским вокалистам и преподавателям выпала фантастическая возможность стать участниками мастер-классов Учителя и взять у него индивидуальные уроки с 1-го по 5-е декабря в Киеве.
Сэт Риггс /Seth Riggs/ – один из самых авторитетных и знаменитых педагогов вокала в мире. Его ученики, являются обладателями более чем 120 Грэмми.
Все участники мастер-класса получат сертификат от Сета Риггса.
Дата: 1-5.12.2011
Место проведения: Галерея Боттега /ул. Михайловская, 22б/
Регистрация на мастер-класс:
sethriggs@icmg-event.com
тел.: 096 827 02 02
Организатор – компания ICMG /www.icmg-event.com/ и продюсерский центр UMMG
Вы посетите уникальное отраслевое мероприятие мирового масштаба "Retail's BIG Show" в рамках которого пройдут параллельные обучающие сессии, нетворкинг с коллегами и впечатляющая интернациональная выставка розничных технологий и решений
+ тур по инновационным форматам ритейла США организованный специально для российской делегации ритейлеров!
около 300 спикеров-звезд мирового ритейла,
около 30 000 участников,
более 40% участников – топ-менеджеры и собственники
более, чем 80 стран мира!
Статья в журнале "Точка продаж", "Невидимые конкуренты Wal-mart" Александра Шубина , управляющего партнера myretailstrategy.com по результатам поездки в ритейл-тур в США
Маркетинговая стратегия розничной компании:Как конкурировать с гигантами?Alexander Shubin
Презентация выступления А. Шубина, управляющего директора ПБК Менеджмент (www.myretailstrategy.com) в качестве специального гостя в Русской школе управления на курсе "Директор по рознице". В презентации делается акцент на ключевые факторы развития розничного рынка в России, тренды потребительского рынка, актуальные для средней компании, специфические инструменты разработки маркетинговой стратегии для малой и средней розничной компании для создания устойчивых конкурентных преимущества.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
NSTA15: Performance-Based Portfolio Assessment of the NGSSChris Ludwig
Slide deck for Chris Ludwig's presentation at NSTA15 in Chicago: Student Managed Portfolios: Performance-Based Alternatives to Standardized Tests for the NGSS
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Thesis Statement for students diagnonsed withADHD.ppt
An Inventory of Conventional and Technology-Enabled Direct and Indirect Assessment Methods
1. An Inventory of Conventional and Technology-Enabled Direct and Indirect Assessment
Methods
Direct Methods
Conventional or Technology-Enabled Standardized Instruments: Tests and Inventories
Description: Historically, standardized instruments, such as objective tests, have served
as the primary direct method to assess student learning. Content or disciplinary experts
identify the standard content, knowledge and tasks that students should know and be able
to perform. In addition, they determine what constitutes levels of achievement based on
the construction, design, and sequencing of questions or prompts. Students’ achievement
is referenced against other student groups’ achievement on the same instrument, referred
to as norm-referencing. Primarily designed to make decisions about students,
standardized instruments perform a gate keeping role. They certify competence in a
profession or field, such as in the case of licensure examinations for nursing students, or
program-level knowledge or skills, such as in the case of general education tests. Results
are also used to place student in appropriate courses or to identify level of achievement at
points in students’ studies, such as in the case of rising junior examinations.
What They Provide:
- Content and tasks developed by external experts within fields or
1
2. programs of study
-Psychometric approach to assessment that values quantitative methods of
interpreting student achievement
-Evidence of what students know or can do within the universe and framework of
questions, prompts, and tasks of an instrument
- Evidence to make gate-keeping decisions such as professional certification or
end-of-study achievement or to meet state mandates that value
measurement as proof of learning
-Evidence to track student learning if instrument can be used formatively and if
results have utility for programs and the institution
-Quick and easy adoption and efficient objective scoring
-History of validity and reliability studies
-One possible source of evidence within an institutional commitment to assessing
student learning through multiple lenses
What Standardized Instruments Do Not Provide:
2
3. -Evidence of the strategies, processes, and ways of knowing, understanding, and
behaving that students draw upon or apply to represent learning
-Evidence of the complex and diverse ways in which humans construct and
generate meaning
-Alignment with institution- and program-level learning outcome statements and
students’ learning histories
-Realistic timeframes or contexts that reflect how humans solve problems, seek
additional information or resources, correct mistakes, or reposition their
thinking. Students respond within a timeframe that might well
affect their decisions or actions, such as deciding to make a last-minute guess
among
options in a question.
-Highly useful results that directly relate to pedagogy and educational practices.
Results relate to the construct of the instrument itself and what it is designed to
measure. Patterns of student performance reported in scales or scores
identify discrete areas of performance, such as a skill level, that identify
strengths and weaknesses in curricular or co-curricular attention.
However, these patterns do not assist in learning about why students responded in
3
4. the ways they did. Or did they learn successful strategies for selecting or
making “good guesses?”
Some Examples:
Instruments that test general education knowledge and abilities include the following:
* Academic Profile: http://www.ets.org/hea/acpro
* Collegiate Assessment of Academic Proficiency (CAAP):
http://www.act.org/caap/index.html
* Collegiate Learning Assessment (CLA)
* MAAP
Instruments dedicated to measuring specific skills include:
* ACCUPLACER : (http://www.collegeboard.com/highered/apr/accu/accu.html
* Watson-Glazer Critical Thinking Appraisal
* California Critical Thinking Skills Test
* Tasks in Critical Thinking
* Reflective Judgment Inventory
* Measure of Intellectual Development
* e-Write, a component of ACT’s COMPASS/ESL system
Examples of achievement tests in a particular field of study or profession include:
* Graduate Record Examinations' Subject Tests:
4
5. http://www.gre.org/pbstest.html#testreg
* The PRAXIS Series: Professional Assessment for Beginning Teachers:
http://www.ets.org/praxis/index.html
* Area Concentration Achievement Tests: www.collegeoutcomes.com
* Graduate Management Admission Test: http://www.mba.com/mba
Examples of inventories that assess students’ knowledge include:
include:
* Force Concept Inventory (FCI)--designed to assess the initial knowledge state
of students before they begin undergraduate physics courses. Students
respond
to a series of force-related problems or statements that reveal their knowledge
(Halloun and Hestenes,1985).
Knowledge surveys
Locally Designed Tests and Inventories
In a collective and shared commitment to assessing student learning, core working groups
may well determine that no appropriate standardized instruments exists that aligns with
institution- and program-level outcomes. That decision generates the design of local tests
or inventories or use of existing instruments that have an institutional history of providing
useful and reliable results. Technological advancements, such as WebCT
5
6. (http://www.webct.com/transform) and Blackboard
(http://www.blackboard.com/products/ls/index.htm) offer an online environment for
constructing some locally developed instruments.
What Local Tests or Inventories Provide:
-Strong alignment of content and format with learning outcome statements and
course-based assessment methods students’ have experienced along their
learning histories
-Useful results that can be interpreted within the local contexts of teaching and
learning and then used to improve student learning
-Opportunity to establish local instrument criteria that reflect what an institution
and its programs value in educational practices.
-Opportunity for faculty, staff, administrators, students, teaching assistants,
tutors, intern advisors, advisory board members, and institutional
researchers, for example, to contribute their perspectives on what should be
assessed and how it should be assessed.
What Local Tests or Inventories Do Not Provide
-Immediate reliability and validity results that verify content, construct, format
and consistency in scoring, unless instruments have been pilot tested and
evaluated over several semesters. Thus, time to pilot test an
instrument for an institution’s representative student populations is a
necessary component of an institutional commitment to assessing for learning.
6
7. Conventional or Technology-enabled Authentic Performance-based Methods
Authentic performance-based methods prompt students to represent their learning in
response to assignments and projects that are embedded into their educational
experiences. These methods value divergent thinking and responding, as opposed to
convergent thinking, most typically represented in standardized tests. Focusing on how
students think, problem solve, react, interpret, or express themselves becomes the focus
of these kinds of direct methods. Further, these methods can easily be embedded into
students’ continuum of learning, providing evidence of their growth over time often
demonstrated in self-reflective writing and responses to feedback from those who
contribute to their education, such as peers, internship advisors, external reviewers or
evaluators, faculty and staff.
What They Do Provide:
-representation of integrated learning
-direct alignment with students’ learning experiences
-opportunities for students to reflect on and receive formative feedback about
their learning and development
-student-generated opportunities to demonstrate learning, as opposed to test-
generated occasions
_opportunities for students to create as in multi-media contexts
What They Do Not Provide:
-Easily quantifiable evidence given the complexity they capture
-Efficient scoring opportunities
7
8. Range of Authentic Assessments:
• Portfolio or e-portfolio—collection of multiple kinds of student-generated
texts stored electronically or in paper form. Developments in technology now
make it possible for students to create digital portfolios. This method of
storage and collection provides a longitudinal representation of learning,
demonstratinghow students make meaning within their contexts for learning
through assignments, projects, narrative self-analyses and self-reflection.
They provide an opportunity for students to demonstrate how they integrate
learning over time from multiple learning experiences and opportunities
within the curriculum,co-curriculum, and learning experiences that extend
beyond their formal educational experiences. They provide a valuable source
of evidence for institution- and program-level learning by providing a range of
texts that represent student learning. Webfolios, digital learning records, or
electronic learning records are other current terms for this method. The
development of 2.0 electronic portfolios offers students a context to
demonstrate their learning processes as well as learning products. Two major
national resources that focus on technological developments in electronic
portfolios are the following: 1. the newly founded global academic
organization, Association for Authentic, Experiential and Evidence-based
Learning (AAEEBL: http://www.aaeebl.org/) and 2. the community of
practice, Electronic Portfolio Action and Communication (EPAC:
http://epac.pbworks.com). Cambridge, Cambridge, and Yancey’s 2009
8
9. publication, 2.0 Electronic Portfolios: Emergent Reseearchon Implementation
and Impact (Stylus Publishing,LLC), provides a taxonomy of electronic
portfolios and describes the potential of 2.0 electronic portfolios For
information about Alverno College's Diagnostic Digital Portfolio, go to:
http://www.ddp.alverno.edu/.
• Learning Record Online
A running record of students’ learning is the Learning Record Online (LRO).
Originally developed for K-12 and now being developed for higher education,
the LRO provides formative and summative evidence of students’ learning
within their curricula and against agreed upon criteria and standards of
judgment. Like a portfolio, the LRO provides ongoing evidence of students’
emerging learning within contexts for learning, including evidence of their
reflective process, their metacognition. Facilitated by online technology,
educators and others interested in learning about students’ development are
able to aggregate or disaggregate groups to draw inferences and make decisions
about students’ progress and eventual levels of achievement: .
http://www.cwrl.utexas.edu/~syverson/olr/
* Capstone project —a culminating independent research, collaborative, or professional
project at the end of students’ careers that provide evidence of how students solve
representative higher order disciplinary, professional or interdisciplinary problems often
represented in more than one kind of text, that is in writing as well as in speaking or in
visual texts, such as poster presentations. These projects provide evidence of how well
9
10. students integrate, synthesize, and transfer learning; in addition they also can provide
evidence of how well students integrate institution-level outcomes. This method can also
be integrated as a formative means of assessment. The beginning of a second year of
graduate study or the beginning of a third year of students’ undergraduate study might
index a time for students to demonstrate accumulated learning. Senior theses or senior
research projects are also examples of capstone projects that provide opportunity for
observers to assess students’ masterly level within a field of study, discipline, or
profession.
* Performances, products, creations—required over time as well as at the end of
students’ studies, their work represents how they interpret, express, and construct
meaning. Traditionally, the arts’ faculty have formatively assessed students’
performances to provide them with immediate feedback that shapes their future
performances. This approach provides not only students with immediate feedback but
also faculty and others who contribute to students’ learning.
* Visual Representation--Representing learning visually through charting, graphing,
mapping, for example, provides students with alternative ways to represent their
learning, often a practice within disciplines such as mathematics and the sciences.
Mathematicians often represent developments in their thinking in mind maps:
http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples/seaver/mindmappingtask.htm
10
11. Visual representation offers a way to assess how well students make connections or
understand a concept. In addition, visual representation extends students’ repertoire of
making meaning, developing a versatility in forms of representation that respond to the
different needs of audiences, contexts, and the purposes of communication. The Biology
Teaching Homepage provides examples of different kinds of conceptual maps, well as
procedures for incorporating them into students' learning.
http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/cmapguid.html . The
Innovative Learning Group presents different forms of thinking maps.
file://A:ILG%20%20Thinking%20Maps%20Information.htm
* Case studies-- used over time, as well as at the end of students’ studies, case studies,
often used in business programs, provide opportunity to assess students’ problem-
solving abilities within a major program of study or along students’ continuum to
determine how well they are integrating the learning expressed in institutional learning
outcomes—knowledge, perspectives, abilities, values, attitudes. Parallel case studies
used over time provide evidence of students’ abilities to solve representative
disciplinary, professional, or more generalized problems. In addition, they provide
evidence of student’s writing. Adding to the dimensionality of traditional paper- or
document-based case studies are online case studies that incorporate multi-media into
the case study and hyperlinks for users to read or see related resources. Harvard’s
* Professional or disciplinary practices—engaging students in practices that prepare
them for the kinds of problems, activities, or situations individuals address not only in
11
12. their fields of study but also as contributors to society and local communities. The Harrell
Professional Development Center in the University of Florida’s College of Medicine has
created an environment that permits observation of medical students interacting with
patients. Audio visual equipment captures, records, and displays these interactions.
Replaying these interactions provides opportunities for faculty and students to assess
students’ knowledge, understanding, behaviors and dispositions. file://A:Harrell
%20Professional%20Development%20and%20Assessment%20Center.ht
*Team-based or Collaborative Projects--With rare exception, humans work with other
humans during most of their lives in a range of workplace, social, and community
environments. Team-based or collaborative projects are direct methods that enable
assessment of individuals’ knowledge, understanding, behaviors and attitudes, as well as
their ability to work with others to achieve a final product or solve a problem. Often
videotaped, groups of faculty, staff, and students themselves have access to immediate
results that inform students as well as educators. Alverno College’s institutional example
on page x illustrates assessment that focuses on individual students as well as their
collective achievement. Community service projects provide another source of evidence
of how well students apply or transfer or integrate learning to solve a problem as well as
an opportunity for students to self-reflect on how they contributed and what and how they
learned from the experience.
Wikis and podcasts represent two technologically-based assessment opportunities:
student teams create new work and contributions are date and time stamped to document
12
13. who contributed material to a project. For example, at the end of a program of study
teams of students might collaborate to create a culminating assignment on a wiki site,
designed to assess how well majors integrate knowledge, abilites, habits of mind, ways
of thinking and knowing.
Educational online gaming-
Internships or Practica—How students actually apply or transfer their cumulative
learning can be assessed in internship or practica. That is, authentic experiences become
a direct method of assessment, providing opportunity for students to demonstrate the
dimensions of their learning within the context of a real environment. A step beyond
simulations, these direct methods assesses how well students translate their cumulative
learning into actual practice.
Oral examinations—often used at the end of a professional program or a graduate
program, as in an oral doctoral defense (University of Arizona, Graduate College:
http://grad.admin.arizona.edu/degreecert/ppfoedc.htm), oral examinations provide
opportunities for students to represent how well they integrate learning and apply it to
solving a case study or problem, responding to guided questions, or presenting a product.
Measurement Research Associates provides some guidelines for conducting effective oral
examinations: http://www.measurementresearch.com/media/standardizedoral.pdf.
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14. Simulations—are now possible through virtual reality programs such as Second Life
perhaps the most used virtual reality Virtual labs, virtual patients Data mining
merlot or Ariadne offer studnets that opportunity
Conversion--converts one form of representation into another form of
representation, such as into numerical or statistical, scientific, humanistic,
sociological, psychological, or artistic forms of representation
Those that provide opportunity for students to construct their own interpretaions, or
identity new or unepected problems
Data mining--collects, records, analyzes, and interprets data (Merlot)
Problem identification/solution—identifies a new or unique problem or poses a
new or unique way to view or solve a problem (Here’s a problem and the
solution; are there other solutions?)
“Conceptual collisions” (Federation of American Scientists)—brings “previously
disconnected knowledge sources into contact for the first time.”
Projection: identifies consequences, results, resulting conditions, challenges,
actions, responses
SecondLife sites such as Virtual Ability Island, the Theorist Project, and Sci-Lands
Conventional and Technologically-enabled Indirect Methods
Helpful in deepening interpretations of student learning are indirect methods, methods
that focus on perceptions of student learning by asking students or others to respond to a
set or series of questions. Indirect methods function to complement direct methods rather
than to substitute for them.
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15. What Indirect Methods Provide:
-Evidence of students' attitudes, perceptions, experiences
-Evidence that may help to explain student performance levels
What Indirect Methods Cannot Provide:
-Work that represents evidence of student learning unless an instrument asks
students to produce a text as evidence
Some Representative Examples:
-Focus groups with representative students to probe a specific issue
that may have been identified in a survey or identified in patterns of
student performance as a result of formative or summative assessments.
Van Aken and collaborators describe the successful design of a focus group
to obtain perceptions of historically under-represented students enrolled in
an engineering program (1999).
-Interviews with groups of students representing the institutional population.
Tracking a cohort of students is one way of assessing learning for
formative and summative purposes.
-Student, alumni, employer and faculty-staff surveys and questionnaires
that provide information about students’ or others’ perceptions of students’
educational experiences and the institutions’ impact on their learning.
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16. Alumni questionnaires and surveys provide a retrospective view of
graduates’ educational experience and create an opportunity for
them to recommend improvements in education based on what is relevant to
their current employment, profession, or graduate education. Faculty-
staff surveys or questionnaires provide perceptions of student learning—
that is what students are able and not able to demonstrate based on classroom-
based assessments or observations of student behavior.
-ACT's surveys for adult learners, alumni, entering students, withdrawing
students, and for institutional services: www.act.org
-College Student Experiences Questionnaire (CSEQ):
Community College Survey of Student Engagement (CCSSE)
http://www.ccsse.org/aboutccsse/aboutccsse.html
-Community College Student Experiences Questionnaire (CCSEQ):
http://www.people.memphis.edu/~coe_cshe/CCSEQ_main.htm
- The National Center for Higher Education Management Systems'
Comprehensive Alumni Assessment Survey: www.nchems.org
-National Survey of Student Engagement (NSSE):
http://www.iub.edu/~nsse/
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17. -Noel-Levitz Student Satisfaction Inventories:
http://www.noellevitz.com/library/research/satisfaction.asp#ssi
--Incoming Freshman Assessments (such as CIRP):
--First-year expericne surveys such as YFCY:
-Small Group Instructional Diagnosis (SGID)—a facilitated small group
interview process conducted by a trained interviewer who asks students
to identify what and how they have learned and what kinds of learning
obstacles they are facing or have faced. Used initially at mid-point in a
course to provide feedback to a faculty member about how students are
or are not learning, this method can also provide useful formative
assessment data at the program-, department-, or institution-levels ,
providing students’ first-hand explanations for dominant patterns of
weakness in their work:
http://www.miracosta.edu/home/gfloren/sgid.htm
--Student Assessment of Their Learning Gains (SALG)—a customizable
online end-of-course survey that asks students to rate the components of
a course, such as lab work or discussion groups, and the degree to which
these components contributed to their learning. This survey could well be
used for program-, department-, or institution-level assessment if a sample
of students were asked to rate how well and why the components of
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18. learning they have been explosed to have contributed to their learning of
stated learning outcomes in their program of study . Given that the survey
is customizable, institutions can add additional kinds of questions that
probe students’ perceptions of their learning.
http://www.miracosta.edu/home/gfloren/sgid.htm
Inventories that track how well students have changed or shifted attitudes, values,
sensitivities, perspectices based on self-perception or responses to situations or case
studies.
* Some Representative Examples include:
--Global Perspective Inventory (GPI)—46-item on-line inventory designed
to assess the effect of cultural experiences on learners’ global
perspectives through three dimensions: cognitive, intrapersonal and
interpersonal (https://gpi.central.edu/)
--Intercultural Development Inventory (IDI)-- 44-item inventory based
paper and pencil instrument designed to assess the extent of an
individual’s intercultural sensitivity along a continuum that ranges
from ethnocentrism to ethnorelativism, identifying a person’s ability to
shift from denial of difference to integration of difference
(http://www.intercultural.org).
* A list of current inventories frequently used in student services is available at:
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19. The Office of Institutional Research and Planning, The University of Texas at
Arlington. Student Affairs-Related Outcomes Instruments: Summary
Information.
Inventories that gauge students’ , such as the Intercultural Development Inventory
(IDI) and the GPI that guage the extent to which studnets have shifted or changed
attitudes, values or even perspectives representa yet another kind of indirect methodof
Assessment that may provide evidence of how much or to what degree students change
their views based on their learning either in the curriculum or co=curriculum. Often used
as pre- and post-tests in a program or service, these kinds of assessments provide
evidence of how much or to what degree students chage their views, attitudes or beliefs
Examples of Graphic Organizers
http://www.eed.state.ak.us/tls/Frameworks/mathsci/ms5_2as1.htm#graphicorganizers
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