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Educational Evaluation

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Title: Educational Evaluation


1
Educational Evaluation
  • Center for Teaching, Learning Assessment
  • April 7, 2006

2
Evaluation Disciplined Inquiry
  • What are we doing now?
  • Whose needs are and are not being met?
  • What do we need to know?
  • What are we going to do?

3
Curriculum Review Cycle
4
Why Engage in Disciplined Inquiry?
  • Determine the worth and merit or our activity
  • Increase Student Achievement
  • Guide curricular improvement
  • Assist decision and policy makers
  • Strengthen political positioning
  • (Based on Talmage, 1982 Worthen Sanders, 1987)

5
Evaluation Occurs at Four Levels
  • 1. Student Level
  • 2. Course Level
  • 3. Program Level
  • 4. Institutional Level

6
1. Student Level
  • How is each student progressing in this course?
  • Student
  • Professor

7
Data that Determines Students Academic Growth
  • Student Work
  • Pre-assessments
  • Formative evidence of skill development over time
  • Formative evidence of content knowledge depth
    breadth
  • Post-assessments Summative data of skill and
    content mastery
  • Teaching effectiveness supervision data
  • Course design
  • Students Attitudes and Perceptions

8
2. Course Level
  • Are the students learning what we intend them to
    learn in this course?
  • Professor
  • Department curriculum committee
  • University committees
  • Curriculum Committee
  • USC
  • UAC

9
Data that Determines Course Effectiveness
  • Student Work
  • Teaching Effectiveness
  • Course Design
  • Students Attitudes and Perceptions
  • Professor, class climate, tasks

10
3. Program Level
  • What are students learning as a result of a
    specific sequence of classes?
  • Programs
  • Departments
  • Schools
  • University Committees
  • UAC
  • USC

11
Data that Determines Program Effectiveness
  • Student Work
  • Teaching Effectiveness
  • Curriculum Design Articulation
  • Sequencing and scaffolding of knowledge and
    skills
  • Consistent alignment of assessment tools to
    outcomes
  • Benchmarks of proficiency and knowledge aligned
    to coursework
  • Students Attitudes and Perceptions

12
4. Institutional Level
  • What are the competencies, dispositions, and
    knowledge levels of our graduates?
  • What is the rate of growth our students are
    making?
  • Institutional Assessment Committee
  • University Assessment Committee
  • Policy Makers
  • Potential Consumers
  • Funding Sources

13
Institutional Data
  • Student Work
  • Teaching Effectiveness
  • Curriculum Design Articulation
  • General education outcomes
  • Embedded Assessments
  • Benchmarks of proficiency and knowledge aligned
    to coursework
  • Exit data in majors and general education
  • Students Attitudes and Perceptions

14
Student Experience at SOU
?
15
Formative Evaluation
  • Conducted during the operation of a course or
    program
  • Checkpoints during implementation
  • Revisions can be made during implementation

16
Embedded Assessments
Institutional Level
Program Level
Course Level
Student level
17
Summative Evaluation
  • Conducted at the end of the program
  • Provides information about the overall merit of
    the course or program
  • Allows for comparison student achievement over
    time new program designs to past program
    designs the effect of instructional techniques,
    etc

18
Where do we begin?
  • We begin with the end in mind
  • Student Exit Outcomes (analyze student work)
  • Curriculum Articulation (scope sequence)
  • Teaching Effectiveness (supervision)
  • Students Attitudes Perceptions (surveys)

19
Curriculum Review Cycle
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