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
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...Ashley Windsor
This presentation explains the differences between the three types of assessment (as, of and for learning) and when they should be used. Linking to Backward Design principles, this presentation will help new teachers to understand the planning process better. It also provides examples of best practices and strategies for use in the ELA classroom.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...Ashley Windsor
This presentation explains the differences between the three types of assessment (as, of and for learning) and when they should be used. Linking to Backward Design principles, this presentation will help new teachers to understand the planning process better. It also provides examples of best practices and strategies for use in the ELA classroom.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
This slideshow was used for teacher training workshops I conducted in the fall of 2011 at the Center for English as a Second Language, University of Arizona (Tucson, USA).
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
This slideshow was used for teacher training workshops I conducted in the fall of 2011 at the Center for English as a Second Language, University of Arizona (Tucson, USA).
Jace Hargis
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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.
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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.
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2. • 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
Workshop Learning Outcomes
At the end of this workshop participants will be able to:
3. • Overview: purpose and process of assessment, components of an
assessment plan.
• Step 1: Create observable, measurable learning outcomes
• Step 2: Draft a curriculum map
• Step 3: Identify corresponding program outcomes and assessment
methods to demonstrate evidence of student learning.
• Step 4: Develop a plan to gather, analyze, and interpret
assessment data to determine how well student learning matches
expectations.
Assessment Plan Workshop Step-by-Step
4. • CaATE ABET CDE
• ACS TEAC HLC
• NASM AACSB
Accreditation
• Higher Learning Commission
• State of Colorado Department of Higher Education
• Competition for $$$
Accountability
• Curriculum
• Pedagogy
• Student Services
Improvement
Purpose:
Why
Assess?
5. “Create a culture of assessment on campus that is
meaningful to faculty and enhances overall student
learning”
1.B.ii Action Items for Strategic Plan Goals for Fort Lewis College,
2012-2016
6. We Owe It To Our Students
instructors students
What course content should be
taught?
What texts do I want to use?
What teaching and learning
methods are appropriate
How will I assess?
In what ways will I be
assessed (what’s due when)?
What will I have to know?
Other course requirements
(attendance, etc.)
How will I approach the course
Center for the Study of Higher Education
7. 1. Existing Culture
2. Create a realistic plan with appropriate
resources
3. Faculty involvement is key
4. Clear statements of expected student
learning
5. Appropriate methods
6. Useful Data
6 Guiding Principles of Assessment
adapted from AAHE’s Principles for Good Practice in Assessing Student Learning (Astin, 1991) and Assessment in
practice: Putting principles to work on college campuses (Banta, Lund, Black, & Oblander, 1996)
9. What is Program Assessment?
The systematic collection, review, and use of information about
educational programs undertaken for the purpose of providing
“students with the best possible education and ensure student
learning is of appropriate scope, depth, and rigor” ~ Palomba &
Banta (1999; Suskie, 2012)
Assessment must
be meaningful!
Faculty must have a voice
and an investment in the
assessment process
Assessment must
be manageable!
First look at what is
already being done to
assess
10. Term Definition
Goals General expectations for students. Effective goals are
broadly stated, meaningful, achievable, and
assessable.
Learning outcomes
(LOs)
Statements that identify the knowledge, skills, or
attitudes that students will be able to demonstrate,
represent, or produce as a result of a given
educational experience. Often used interchangeably
with “objective”
Common terminology
11. Dr. Jo Allen, Senior Vice President & Provost
Middle States Commission on Higher Education, October 2008
12. STEP 1: Anatomy of an Assessment Plan
• Program Outcomes that
are observable and
measurable
• Curriculum Map that makes
connections between
program-level and course
outcomes along with levels
of instruction (I, R, M)
• Methods & Measures
articulated including direct
and indirect measures of
student learning
Program
Outcomes
Curriculum
Map
Methods &
Measures
Assessment
Infrastructure
Findings
Use of
Findings
Adapted from University of Cincinnati, Center for the Enhancement of Teaching & Learning
13. Anatomy of an Assessment Plan
Adapted from University of Cincinnati, Center for the Enhancement of Teaching & Learning
• Assessment Infrastructure
includes timeline and faculty
charged with overseeing the
implementation of plan
• Findings documented and
explained; patterns, trends
benchmarks identified
• Use of Findings discussed
among faculty, revisions made
to learning outcomes,
pedagogy, or assessment plan
Program
Outcomes
Curriculum
Map
Methods &
Measures
Assessment
Infrastructure
Findings
Use of
Findings
14. PART 1: Program-Level Learning Outcomes
To clearly identify the
expected knowledge,
skills, attitudes,
competencies, and
habits of mind that
students are expected
to acquire at an
institution of higher
education.
15. Program LOs – A shift in Focus
What
students
learn
What
professors
teach
18. Step 2: Program Learning Outcomes
Review: Content of learning outcomes:
• identify what a student is expected to know, be
able to do, or understand at graduation
• makes use of appropriate level verbs such as
describe, apply, analyze, evaluate, create, etc.
• are observable and measurable
• are focused on the program, not individual courses
• are linked to program goals
• Are detailed and meaningful enough to guide
program planning and pedagogical decisions
19. Individually:
Using the rubric, select 1-3 of your outcomes
and write / rewrite them. Continue to work on
writing your LOs
In pairs / small group:
Work with partner to provide feedback and
support
Practice
20. Step 3: Curriculum Mapping
Requirements SLO 1 SLO 2 SLO 3 SLO 4
EPS 101 I I I
EPS 202 R I
EPS 301 R R
EPS 480 R
EPS 490 M M
Exit interview A A
I = introduced, R= Reinforced/Practices, M = Mastered (at exit or senor level,
A = Assessed for program assessment
21. Our Goal: Curriculum Alignment
Aligning learning outcomes, learning and teaching activities and the assessment. Adapted from Biggs(1999) p 27
Learning & Teaching
Activities
Designed to meet
learning outcomes
Intended
Learning
Outcomes
Assessment Methods
Designed to assess
learning outcomes
22. Curriculum Maps are
Powerful for programs:
• Ensures students have sufficient opportunity to
master specific outcomes
• Ensures all requirements contribute to student
success
• Identifies where evidence for program level
assessment can be collected
23. Your Turn…
• create and analyze your curriculum map
Ask yourself:
• Is this a cohesive curriculum?
• What makes it cohesive or not?
• What recommendations, if any, would you
make to the department?
24. Step 3: Selecting Evidence of Student Achievement
• Direct evidence is actual student work showing
student knowledge and skills. Examples might
include embedded assignments, portfolios, senior
thesis projects, or observations of presentations.
• Indirect evidence is student, faculty or employer
perceptions of student performance. Examples might
include surveys, exit interviews, focus groups, or
student self-assessment.
These types of evidence are meant to be combined to
more fully understand a learning outcome
25. Step 4: Completing the 5 year Plan
Outcome
Assessed and
course #
Criteria for
Success
target or
minimum
results used
to indicate if
program
outcome was
met
Method(s) to
Collect
Evidence
Brief
description of
what will be
collected,
how, and by
whom.
Method to
Analyze/
Evaluate
Brief
description of
how the
evidence will
be analyzed
or evaluated
and by whom.
Timeline &
Status
List the
semester/dat
es when the
evidence will
be collected
and
evaluated.
Team
members
List the names
of those who
will oversee
collecting,
analyzing,
reporting, and
using results.
26. References
Allen, M. J. (2004). Assessing academic programs in higher education. Bolton, MA: Anker.
Frye, S. (1999). Assessment, accountability, and student learning outcomes. Retrieved May 20, 2008,
for the Western Washington University Web Site: http://www.ac.wwu.edu/~dialogue/issue2.html
Krajcik, J., Czerniak, C., & Berger, C. (2003). Teaching children science: A project-based
approach. Retrieved May 20, 2008, from the McGraw Hill: Online Learning Center Web Site:
http://highered.mcgraw-hill.com/sites/0072486740/student_view0/key_terms.html
Maki, P. (2004). Assessing for learning: Building a sustainable commitment across the
institution. Sterling, VA: Sterling.
Marchese, T. J. (1987). Third down, ten years to go. AAHE Bulletin, 40, 3-8.
Nichols, J. (2005). The administrative unit assessment handbook: Measuring student support services
and administrative objectives. Retrieved February 3, 2008 from the University of Central Florida Web
Site:http://iaaweb.ucf.edu/oeas/adm_assess_handbook.pdf
Palomba, C. A., & Banta, T. W. (1999). Assessment essentials: Planning, implemented, and improving
assessment in higher education. San Francisco. Jossey Bass.
Stevens, D.D. & Levi, A. J. (2005). Introduction to rubrics: An assessment tool to save grading time,
convey effective feedback and promote student learning. Sterling, VA: Stylus.
Suskie, L. (2004). Assessing student learning: A common sense guide. San Francisco, CA: Josey-Bass.
The Higher Education Academy (2008). Constructive alignment and why it is important to the learning
process. Retrieved May 20, 2008, from The Higher Education Academy Web Site:
http://www.engsc.ac.uk/er/theory/constructive_alignment.asp
University of Central Florida (UCF). Program assessment handbook: Guidelines for planning and
implementing quality enhancing efforts of program and student learning outcomes. Retrieved
February 3, 2008 from University of Central Florida Web
Site: http://iaaweb.ucf.edu/assessment/support/acad_assess_handbook.pdf
Editor's Notes
First, thank you for coming. Before we get started working I have a brief introduction. I want to give you a little background and put the work we are doing today into a larger context.
Before we start, look at the handouts
These are the learning outcomes that I’ve put together for today’s workshop.
FILL IN AT THE END
Today we will work through the step by step process of creating an assessment plan that is ready to implement
Before we move on to the roll-up-our-sleeves portion, I want to talk about the big picture and put programmatic assessment into a larger context. What is our purpose? Why do we assess?
In an environment in which higher education is increasingly under scrutiny to demonstrate its effectiveness and return on investment,
States, as well as accrediting bodies, are requiring more and complete documentation of achievement of learning outcomes and institutional effectiveness.
Accreditation is important It speaks to a sense of public trust, as well as to professional quality.
As a student: Accreditation provides assurance that a program is engaged in continuous review and improvement of its quality, that it meets nationally endorsed standards in a profession.
BUT AS A FACULTY MEMBER:
Accreditation provides a formal process for ongoing evaluation and improvement of your program and a process by which faculty, students, and administration can work together in advancing the educational institution's mission.
it is necessary for us to formalize our efforts and be able to answer with validity if our general education programs, academic majors, and our learning opportunities are serving our students and meeting our expectations.
We need to hold ourselves and our colleagues accountable for articulating the intentions of our work and then measuring the realities, resulting in designing and implementing strategies for improvement over time.
4) We owe it to our students!!
For most students, assessment requirements (what is due and when) literally define the curriculum
Instructors and students view assessment in very different ways. Instructors often begin with an Activity Based or text based approach:
(1) we look at the topic of the course weʼre assigned to teach,(2) we select enough essential reading material to fill out fifteen or so weeks, and then (3) we plot that reading onto a calendar. Maybe we pull a few themes together for a thematic approach and build the course based on thees themes.
Students look at assessment first.
Assessment can be a potent strategic tool for educators with which to spell out the learning that will be emphasized and to guide students into effective approaches to study. Equally, poorly designed assessment has the potential to hinder learning or stifle curriculum innovation.
I have summarized the six guiding principles that I like to follow when working with Assessment
Acknowledge that assessment has been happening and try to use methods that are already in place
5. Assessment should involve the systematic and thorough collection of direct and indirect evidence of student learning at multiple point in time and in various situations, using a variety of qualitative and quantitative evaluation methods that are embedded in courses, programs, and overall institutional processes
6. Used first to enhance student learning at the institutional, program and course levels; second, in institutional planning and resource allocation; and third, to evaluate periodically the assessment process itself
I see there being two pillars that support the assessment structure of the institution:
1) Operational side - this is the institutional side, the operational processes and policies and how well they work to support the
management and the goals of the institution
2) Assessment of Student learning - the results of curricular and co- curricular experiences - we have our programs, our courses, and our learning outcomes:
Program Assessment is a large piece of the Assessment of Student Learning
Where does program assessment fit into the big picture? What is important is that data flows in both directions
I see there being two pillars that support the assessment structure of the institution:
1) Operational side - this is the institutional side, the operational processes and policies and how well they work to support the
management and the goals of the institution
2) Assessment of Student learning - the results of curricular and co- curricular experiences - we have our programs, our courses, and our learning outcomes:
Program Assessment is a large piece of the Assessment of Student Learning
Information flows in both directions but we can not get accurate information at the institutional level if we do not have solid design at the course level because this is where our direct assessments come from. Without quality assessment at the course and program levels we can not effectively tell the institution’s story
We will start with some common terminology: What is program assessment?
This is the accepted definition:
The other two key words I like to associate with assessment: meaningful and manageable! It also must be sustainable!
More common terminology. For our purpose, goals are broad, LOs are specific
We talked a little about purpose. This is our process: At the center of this cycle is the assessment plan.
When we talk about ta systematic approach to program assessment we are looking at these components. All of these components are present in a program’s assessment plan
TAKE OUT TEMPLATE!!! Have participants look at the template and follow along
These coincide with the template (show template) - Walk through
These coincide with the template (show template)
The role of program LOs is to clearly identify the skills / knowledge our students will have when they complete the program. These are our graduates
The biggest piece is the shift in focus from what teachers teach to what students learn. We may think that we are teaching all the outcomes all the time, but it is not about what you teach, it is about what students are being assessed on, what they are learning.
This is a working session so please bear with me as I provide just a brief overview. Assessment humor!!
Why assess?
Kent State’s Faculty Development center has some useful videos
The guide has details on how to write learning outcomes but I want to provide some key features here
Take out the rubric. Read it over and explain it in depth.
BREAK FOR LUNCH AFTER THIS SLIDE
Purpose: A curriculum map is a graphical representation of the alignment between courses in a required curriculum and the program’s learning outcomes. It can also be used to identify where in the curriculum key concepts are addressed and how. It should include levels of instructional emphasis
Curriculum maps allow for the creation of a cohesive curriculum ensuring that students have sufficient opportunity to master specific outcomes. Curricular mapping focuses on communication, curricular dialogue, and coherency. Keep in mind, the term “mapping” is a verb. The actual maps are the by-products of ongoing active engagement in ongoing curricular dialog (Hale, J. 2011).
Call attention to your packet: 1) How is a curriculum map created? 2) Best practices. Students need time to practice, use this as a tool to review the department’s offerings
Curriculum alignment is actually extremely difficult to achieve: it is virtually impossible to get it right first time, through so-called rational top-down course design. That is why the ILTHE, for example, emphasizes the importance of the reflective practitioner; the teacher who constantly modifies course design and delivery, constantly trying to work closer to the unattainable perfect constructive alignment. Moreover, this is not simply a matter of modifying learning activities and assessment. Sometimes, in the delivery of a module, assessment outcomes, or our work with students, reveal learning outcomes we had not anticipated but that we nevertheless recognize as valuable. These emergent learning outcomes need to be identified and incorporated into the intended learning outcomes. Constructive alignment cannot be achieved or maintained in an institutional system that does not allow frequent modification of module descriptions (figure 2).
There are two parts to constructive alignment:
Students construct meaning from what they do to learn.
The teacher aligns the planned learning activities with the learning outcomes.
TAKE OUT GUIDE AND REVIEW EVIDENCE PAGES. Talk about different forms of evidence and move right on to step 5 which is making the timeline.
How we collect and analyze data depends on what we are assessing and should be identified early in the assessment plan. The process may differ for a Gen Ed course or program review for an accredited program. No matter what, Using data to inform instruction is a critical part of the Teaching Learning Cycle.
Walk through this grid. This is the nitty gritty
Why do we need to identify the criteria for success?