Online assessment management systems:

1
Online assessment management systems

• Biggest Challenges and Best Practices
• for Effective Implementation
• Presenters
• Dr. Greg Hawkins, Clemson University
• Ms. Renea Akin, West Kentucky Community and
  Technical College
• Dr. Barbara Boothe, Liberty University
• Dr. Gay Holcomb, Asbury College
• Moderator
• Dr. David K. Knox, Clemson University

2
Welcome

• Session Overview
• Purpose
• Review critical issues and key strategies
  associated with online assessment management
  systems.
• Build upon theoretical bases by providing
  specific, relevant case-study examples from four
  diverse institutions at various stages of online
  assessment management system implementation.
• Format
• Ten-minute presentations by each panelist of best
  practices and key challenges as experienced at
  their respective institutions.
• Fifteen-minute interactive segment addressing
  questions from session participants.

3
Case 1 Clemson University

• University Characteristics
• Size
• 15,000 Undergrads 3,700 Grads
• Carnegie High Research Institution
• Accreditation Timeline
• April 2009 Five-Year Interim Report 2013
  Reaccreditation
• Online Assessment Management System History
• Prior ApproachNonstandardized, Paper-Based
• Primary Reasons Institution Adopted Online
  Assessment Management SystemMore Structured
  Framework, Data Accessibility
• Tenure of Online Assessment Management System
  UseBeginning Fourth Assessment Cycle

4
Case 1 Clemson University

• Biggest Challenges
• Assessment Motivations and Perceived Value
• Optimization of Mandate vs. Local Value
• Prior Levels of Assessment Sophistication
• Competing (?) Emphases
• Improving Assessment Sophistication
• Improving System Efficacy

5
Case 1 Clemson University

• Best Practices
• Continuous /Balanced Training Support
• Tool Assessment Practices User / Department
  Value
• Assessment coordinator churn, assessment value
  and relevance at program level, perpetuation of a
  common assessment vernacular
• System upgrades and improvements, advocacy with
  system providers on behalf of your constituents

6
Case 2 West KY CTC

• College Characteristics
• Size 7,000 students
• Accreditation Timeline 2018
• Online Assessment Management System History
• Prior Approach Tables in Word
• Primary Reason to Adopt Online Assessment
  Management System Consolidation doubled the
  numbers
• Tenure of Online Assessment Management System
  Use Currently in third assessment cycle

7
Case 2 West KY CTC

• Biggest Challenges
• Over assessment reduces ease of use
• System upgrades require ongoing training
• Online system impedes mental map-making

8
Case 2 West KY CTC

• Best Practices
• Assessment rubric tailored to the online
  management system
• Shared access across academic programs
• Ongoing training

9
Case 3 Liberty University

• University Characteristics
• Size 45,688
• Full-time 25,323
• Part-time 20,365
• Resident Program 11,849
• On-Line Program 33,839
• Accreditation Timeline 5th Year Interim
  Report--
• Online Assessment Management System History
• Prior Approach
• Primary Reason(s) Institution Adopted Online
  Assessment Management System
• Implementation of the Online Assessment
  Management System

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Case 3 Liberty University

• Biggest Challenges
• Setting It Up For University Wide Assessment,
  Strategic Planning, and Budget Planning
• Training Sessions
• Administration Interaction with the Data

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Case 3 Liberty University

• Best Practices
• They Get It
• Hands-on Interactivity At the Lower Levels
• Upgrades That Assist in Ease of Use
• Upgrades That Meet the Needs of Accreditation
  Criteria and Strategic Planning Initiatives

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Case 4 Asbury College

• College Characteristics
• Size 1500 (Undergrad, Grad, Adult Completion)
• Accreditation Timeline Class of 2009
• Online Assessment Management System History
• Prior Approach
• Primary Reasons Institution Adopted Online
  Management System
• Tenure of Online Assessment Management System
  Use currently in our 4th assessment cycle

13
Case 4 Asbury College

• Biggest Challenges
• Assessment motivation perceived value
• Connecting budgeting to assessment processes
• Continued basic education needed.

14
Case 4 Asbury College

• Best Practices
• Ongoing training sessions
• Developed scoring rubrics
• Openly publishing assessment ratings

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QUESTIONS