Presented by Dr. Melinda E. Lull, Assistant Professor of Pharmaceutical Sciences, Wegmans School of Pharmacy, St. John Fisher College While students are able to view their own assessment data and longitudinal reports from ExamSoft, they can easily become lost in a sea of numbers and categories. In order to best benefit student performance, students must understand both the interpretation of and the benefit from ExamSoft reports. This session will discuss ways to provide assessment data to students and aid them interpreting and using their results.

1. Helping
Students
Get
the
Most
Out
of
ExamSo8
Longitudinal
Reports
Presenter:
Mindy
Lull
Ph.D.
Wegmans
School
of
Pharmacy
St.
John
Fisher
College,
Rochester,
NY

2. Outline
• Longitudinal
Reports
for
Faculty
&
AdministraEon
• Longitudinal
Reports
for
Students
– Why
are
they
important?
– Different
approaches
and
uses
– Student
educaEon
and
buy-­‐in
• With
2
goals
in
mind:
1. Providing
students
with
the
most
relevant
informaEon
2. Providing
tools
for
students
to
beNer
understand
and
benefit
from
the
informaEon

3. Longitudinal
Reports
• Levels
of
analysis:
– All
Students
• Curriculum
– All
courses
– Categories
• Course
sequence
• Course
– Individual
Students
Deans,
Assessment
or
Curriculum
Groups
Course
Coordinators,
Department
Chairs,
Instructors
Academic
Progress
CommiCees,
Advisors,
Students
Students

4. Longitudinal
Reports
for
Faculty
and
AdministraGon

5. Example:
Course-­‐Level
Analysis
[PERCENTAGE
]
[PERCENTAGE
]
[PERCENTAGE
]
[PERCENTAGE
]
[PERCENTAGE
]
%
of
total
course
points
Learning
Outcome
1
Learning
Outcome
2
Learning
Outcome
3
Learning
Outcome
4
Learning
Outcome
5
Learning
Outcome
Average
Performance
(%)
1
86.6
2
87.4
3
83.6
4
86.1
5
85.6

6. Longitudinal
Reports
for
Students
• Allow
for
students
to
monitor
and
reflect
on
their
own
performance
– In
the
same
ways
that
faculty
do:
• Curriculum
– All
courses
– Categories
• Course
sequence
• Course

7. Why
is
this
important?
• We
want
our
students
to
be
successful
and
self-­‐
reflec0ve
• 2016
AccreditaEon
Council
for
Pharmacy
EducaEon
(ACPE)
AccreditaEon
Standards:
– Standard
4:
Personal
and
Professional
Development
– “Examine
and
reflect
upon
personal
knowledge,
skills,
abiliGes,
beliefs,
biases,
moEvaEon,
and
emoEons
that
could
enhance
or
limit
personal
and
professional
growth.”
– “Engage
in
innovaGve
acGviGes
by
using
creaGve
thinking
to
envision
be(er
ways
of
accomplishing
professional
goals.”

8. Why
is
this
important?
• 2014
Middle
States
Commission
on
Higher
EducaEon
Standards
for
AccreditaEon
and
Requirements
of
AffiliaEon
– Standard
III:
Design
and
Delivery
of
the
Student
Learning
Experience
• “…sufficient
learning
opportuni0es
and
resources
to
support
both
the
insEtuEon’s
programs
and
student’s
academic
progress.”
– Standard
IV:
Support
of
the
Student
Experience
• “…advisement
and
counseling
programs
to
enhance
retenEon
and
guide
students
throughout
their
educa0onal
experience.”
• “…processes
designed
to
enhance
the
successful
achievement
of
students’
educa0onal
goals…
And
post-­‐comple0on
placement.”

9. Benefits
to
Students
Academic
Professional
Personal

10. Student
Longitudinal
Reports
Two
OpGons
Student-­‐Generated
• Personal
responsibility
• User-­‐friendly
reports
• May
not
tell
the
whole
picture
Faculty-­‐Generated
• Comprehensive
informaEon
• Tailored
to
the
current
needs
of
the
student
• Requires
more
faculty
Eme

11. Student-­‐Generated
Reports

12. Student-­‐Generated
Reports:
Full
Curriculum

13. Student-­‐Generated
Reports:
Full
Curriculum

14. Student-­‐Generated
Reports:
1
Course

15. Student-­‐Generated
Reports:
1
Course

16. Faculty-­‐Generated
Reports

17. Faculty-­‐Generated
Reports
Major
Differences:

18. Faculty
Generated
Report:
Single
Student
Longitudinal
Filters:
• Full
curriculum
(4
years)
• All
faculty
• All
courses
• All
major
category
headings

19. Faculty
Generated
Report:
Single
Student
Longitudinal
Filters:
• Full
curriculum
(4
years)
• All
faculty
• All
courses
• All
major
category
headings

20. Faculty
Generated
Report:
Single
Student
Longitudinal
• Going
beyond
1
snapshot:
Year
2
Year
4

21. Now
let’s
imagine..

22. Uses
of
Reports
• IdenEfies
areas
of
success!
• IdenEficaEon
of
areas
of
focus
– Improvement
in
future
courses
– PreparaEon
for
standardized
exams
• Gives
students
an
opportunity
to
reflect
and
become
more
self-­‐aware.
– IdenEfy
and
make
plans
to
recEfy
weaknesses

23. Comparison
of
Reports
• Student-­‐Generated
– Can
be
run
at
any
Eme
– All
courses
or
select
courses
– Areas
of
excellence
and
improvement
are
easily
idenEfied
– Shows
categories
mapped
to
most
omen
Great
for
rouEne
check-­‐ins
on
performance
• Faculty-­‐Generated
– Can
generate
comprehensive
or
tailored
results
– All
courses,
select
courses,
select
categories,
etc.
– Creates
a
stronger
dialog
between
faculty
and
students
Great
for
program
review
and
during
academic
difficulEes

24. Student
EducaGon
and
Buy-­‐In
• We
can’t
expect
students
to
automaEcally
know
what
the
reports
mean
or
why
they
are
important.
“What
does
this
even
mean?”
“I
already
know
my
grades.”

25. Student
EducaGon
and
Buy-­‐In
• Provide
InstrucEons
– How
to
run
the
analysis
– When
to
run
the
analysis
• UElize
the
advisor
– Explain
categories
– Go
through
results,
explain
what
to
look
for
– Give
examples
of
benefits
• Require
or
encourage
reflecEon
– Carrot
or
sEck?

26. ConsideraGons
for
Regular
UGlizaGon
• Decide
on
a
goal
or
purpose
• Set
a
regular
schedule
• Create
a
deliverable
and
document
acEonable
items
• Demonstrate
the
benefit
• Communicate
clearly
and
consistently
with
students
• Monitor
your
results!

27. THANK
YOU!
CONTACT:
Mindy
Lull:
mlull@sjfc.edu

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