Telling Your Assessment Story with ExamSoft Data
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Presented by Ashley Castleberry is the Director of Assessment and Assistant Professor at the University of Arkansas for Medical Sciences College of Pharmacy in Little Rock, Arkansas. After completing her Doctor of Pharmacy degree, she obtained a Master of Arts in Higher Education for Health Professions Teaching and Learning. As the key administrator for ExamSoft®, she uses the software to assess student learning and the curriculum as a whole. Everyone loves a good story. Stories are memorable. Stories are powerful. Our assessment data can tell a story. Accreditors want us to present to them a story of how our assessment data is impacting student learning and prompting change. This webinar will explore ways to use ExamSoft data to tell your assessment story of achieving learning outcomes, developing faculty, and implementing successful QA/QI processes.
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Telling Your Assessment Story with ExamSoft Data
- 1. 1 Telling Your Assessment Story with ExamSoft Data Ashley Castleberry, PharmD, MAEd Director of Assessment University of Arkansas for Medical Sciences College of Pharmacy
- 2. 2 Words to describe “Accreditation”
- 4. 4 We will discuss how you can… • Create YOUR assessment story using ExamSoft Data • Document achievement of learning outcomes at the student, course, and curriculum levels • Prove successful QA/QI assessment processes with ExamSoft data • Evidence faculty development in assessment with ExamSoft data
- 5. 5 Many Accrediting Bodies • Middle States Commission on Higher Education • New England Association of Schools and Colleges • Higher Learning Commission (HLC) • Northwest Commission on Colleges and Universities (NWCCU) • Southern Association of Colleges and Schools • Western Association of Schools and Colleges • Accrediting Commission for Community and Junior Colleges • Distance Education Accrediting Commission (DEAC) • Accrediting Commission of Career Schools and Colleges (ACCSC) • Accrediting Council for Continuing Education and Training (ACCET) • Council on Occupational Education (COE) • Association for Biblical Higher Education, Commission on Accreditation • Association of Advanced Rabbinical and Talmudic Schools, Accreditation Commission • Association of Institutions of Jewish Studies • Transnational Association of Christian Colleges and Schools, Accreditation Commission • Accreditation Commission for Education in Nursing (ACEN) • Accreditation Council for Pharmacy Education (ACPE) • Accreditation Board for Engineering and Technology • American Bar Association • American Dental Association Commission on Dental Accreditation • American Veterinary Medical Association • Accreditation Council for Business Schools and Programs • Association to Advance Collegiate Schools of Business • Commission on Collegiate Nursing Education (CCNE) • Commission on English Language Program Accreditation (CEA) • Commission on Osteopathic College Accreditation • Liaison Committee on Medical Education • National Architectural Accrediting Board • National Association of Schools of Public Affairs and Administration CHEA | Council for Higher Education Accreditation
- 6. 6 What do accreditors really care about? Are you doing what you say you are doing? Is learning similar on multiple campuses? Do you have a QA/QI Process? Does everyone know what’s going on? They want to hear your story.
- 7. 7 Achievement of Learning Outcomes
- 10. 10 Strengths and Opportunities Report Performance on a single exam
- 11. 11 Student Run Performance Analysis Performance on a multiple exams, but….
- 12. 12 Faculty Run Longitudinal Report Performance on multiple exams and/or multiple courses
- 14. 14 Longitudinal Report Performance on a single / multiple exams in single / multiple courses 69.11%
- 15. 15 How to run a Longitudinal Report Perfect for documenting change over time AND alignment with curriculum map.
- 16. 16 The Story of Alignment Curriculum Map • What we say we are teaching Assessment Data • What we are actually testing Performance Data • How students are actually performing
- 17. 17 Course B Curriculum Mapping ExamSoft Item Mapping Assessments Items Student Performance 1.1 1.1 5 180 82.24% 1.2 1.2 1 9 84.18% 1.3 1.3 2 12 78.31% 1.4 1 1 96.61% 2.2 5 83 78.71% 2.3 5 121 82.67% 3.1 1 2 60.71% 4.1 4.3 4.4 Course A Curriculum Mapping ExamSoft Item Mapping Assessments Items Student Performance 1.2 Conduct a systematic review of the patient prior to recommending any drug or non-drug therapy. 1.2 Conduct a systematic review of the patient prior to recommending any drug or non-drug therapy. 5 97 83.17% 1.3 Design and implement an individual patient- centered treatment plan to maximize desired effects and minimize undesired effects. 1.3 Design and implement an individual patient- centered treatment plan to maximize desired effects and minimize undesired effects. 5 111 71.17% ✔ ✔ ✗ ✗
- 20. 20 Comparisons by: • Program Year • Cohort • Section / Group • Course • Others?
- 22. 22 Topic # Courses # Exams # Items Group Average Topic # Courses # Exams # Items Group Average Cardiovascular Disorders --- 13 60 75.10% Cardiomyopathies 2 3 16 89.42% Advanced Cardiac Life Support (ACLS) 1 1 3 92.86% Dyslipidemia 10 11 57 80.27% Arrhythmias, atrial 5 3 20 67.83% Heart failure 9 4 13 71.86% Atherosclerotic disease, primary prevention 7 4 28 81.57% Hypertension 10 8 80 82.54% Atherosclerotic disease, secondary prevention 8 3 25 80.87% Ischemic heart disease 7 4 15 83.00% CURRICULUM DATA: Disease States
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- 27. 27 Reports to help document change • Summary Report • Longitudinal Analysis • Item Analysis • Blueprint • Category Report • Exporting Adjust Scoring
- 31. 31 Item Analysis
- 32. 32 Item Analysis
- 33. 33 Blueprint
- 34. 34 Blueprint: Export to Excel
- 40. 40 Faculty Development in Assessment
- 41. 41 Evidence of Faculty Development • Item Writing • Item Analysis • Student Performance • Student Question Notes and Feedback • Average Answer Time • Item Content • Blueprint • Category Report • Summary Report (visual) • Item Stats Interpretation • Adjust Scoring • Curriculum Map Alignment • Longitudinal Analysis • Teaching Methods • Longitudinal Analysis • Category Report (create new category) • Engaging Distant Campuses • Longitudinal Analysis Group Comparisons
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- 44. 44 Remember to… • Tell YOUR story • Meaningful Mapping • Tell your story OFTEN • Students • Faculty • College Competency Statements (Program Learning Outcomes) • Didactic Topics • Disease State Topics • Bloom’s Taxonomy • 3 Levels • Faculty Name UAMS Required Mapping
- 45. 45 P H O N E + 1 . 9 5 4 . 4 2 9 . 8 8 8 9 E M A I L i n f o @ e x a m s o f t . c o m W E B S I T E l e a r n . e x a m s o f t . c o m Ashley Castleberry, PharmD, MAEd ancastleberry@uams.edu