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10 Things Everyone Needs to Know About Assessment

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CLASSROOM. ASSESSMENT. 1990. 2010. 2000. INSTITUTIONAL ... Direct Methods of Assessment. Direct Measures of Learning. Capstone experience. Standardized tests ... – PowerPoint PPT presentation

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Title: 10 Things Everyone Needs to Know About Assessment


1
10 Things Everyone Needs to Know About Assessment
  • Susan Hatfield
  • Office of Assessment
  • SHatfield_at_winona.edu

2
  • 1. Assessment is about student learning

3
According to the HLC…
  • PURPOSE OF ASSESSMENT
  • The primary purpose of an assessment program is
    to contribute to the continuous improvement of
    student learning by documenting the extent to
    which
  • students are achieving the learning that the
    institution as a whole and the faculty intend
    and
  • students are meeting or exceeding the published
    goals and measurable objectives for general
    education and disciplinary learning that are a
    reflection of those broader institutional goals.

From the HLC powerpoint presentation Making a
Difference in Student Learning Assessment as a
Strategy of Inquiry
4
According to the HLC…
  • EFFECTIVE ASSESSMENT
  • The degree to which the college and its academic
    programs
  • demonstrate that they are actively using the
    results of assessment to discover where students
    could be learning more and better, and
  • from discussion of those findings, recommend and
    make changes that result in documented
    improvements in student learning.

From the HLC powerpoint presentation Making a
Difference in Student Learning Assessment as a
Strategy of Inquiry
5
Guiding Questions - Student Learning
  • 1. How are your stated student learning outcomes
    appropriate to your mission, programs, degrees,
    and students?
  • 2. What evidence do you have that students
    achieve your stated learning outcomes?
  • 3. In what ways do you analyze and use evidence
    of student learning?

6
Guiding Questions - Student Learning
  • 4. How do you ensure shared responsibility for
    student learning and assessment of student
    learning?
  • 5. How do you evaluate and improve the
    effectiveness of your efforts to assess and
    improve student learning
  • 6. In what ways to do you inform the public and
    other stakeholders about what and how well your
    students are learning?

7
  • 2. It isnt going away

8
  • 3. Youre probably
  • already doing it

9
Evaluation
Assessment
Quizzes
Count toward final grade
Used to see if students understand
Tests
Scored and returned
Scored, tabulated. returned discussed
adjustments to syllabus
Rubrics
Returned to students with grade
Returned after being aggregated analyzed
adjustments to syllabus
10
  • 4. The rules have changed

11
1990
2010
2000
INDIRECT MEASURES
DIRECT MEASURES
12
1990
2010
2000
PROCESS MEASURES
OUTCOME MEASURES
13
1990
2010
2000
CLASSROOM ASSESSMENT
PROGRAM ASSESSMENT
14
1990
2010
2000
INSTITUTIONAL RESPONSIBILITY
PROGRAM RESPONSIBILITY
15
1990
2010
2000
INSTITUTIONAL EFFECTIVENESS
STUDENT LEARNING
16
  • 5. Its a bumpy ride

17
Evolutionary Trajectories
04
01
02
03
05
06
07
08
Mature
Making Progress
Beginning
18
6. Youre not going to get everyone to participate
19
Attitudes toward Assessment
70
15
15
Hostile
Accepting
Enthusiastic
  • Level of Commitment

20
7. It is easier to do assessment if you are
speaking the same language
21
Goals
22
Goals
  • Organizing Principle
  • Category or Topic Area
  • Subjects

23
Learning Outcomes
24
Learning Outcomes
Communication
Speak
Relate
Listen
Participate
Write
25
Learning Events
26
Learning Events
  • Assignments (in class and out of class)
  • Feedback on practice
  • Self evaluation
  • Peer evaluation
  • Role Play
  • Pre Tests
  • Simulation

27
Learning Objects
28
Learning Objects
Communication
Speak
Relate
Listen
Participate
Write
Essay
29
Components
30
Components
Communication
Speak
Relate
Listen
Participate
Write
Verbal delivery
Speech
Nonverbal delivery
organization
content
31
Performance Characteristics
32
Performance Characteristics
Communication
Speak
Relate
Listen
Participate
Write
Verbal delivery
Speech
Nonverbal delivery
organization
content
33
Indicators
34
Indicators
Communication
Speak
Relate
Listen
Participate
Write
Degree to which outcome is achieved
Verbal delivery
Speech
Nonverbal delivery
indicator
organization
content
35
8. Assessment plans are really pretty basic
36
9. The assessment process is intuitive
37
How Assessment Works
Year 2
Year 3
Year 1
O U T C O M E
Compare Against Benchmarks, Standards, Targets, P
ast Performance
New / Revised learning event New /
Revised learning event New / Revised learning
event
New / Revised learning event New / Revised
learning event New / Revised learning event
learning event learning event learning event
component component component component BASELINE
component component component component
component component component component
38
10. Assessing program effectiveness student
learning are two different things
39
Assessment of Program Effectiveness
  • What the program will do or achieve
  • Curriculum
  • Retention
  • Graduation
  • Placement
  • Satisfaction (graduate and employer)

40
Assessment of Student Learning Outcomes
  • What students will do or achieve
  • Direct Methods of Assessment

41
Direct Measures of Learning
  • Capstone experience
  • Standardized tests
  • Performance on national licensure certification
    or professional exams
  • Locally developed tests
  • Essay questions blind scored by faculty
  • Juried review of senior projects
  • Externally reviewed exhibitions performances
  • Evaluation of internships based upon program
    learning outcomes

42
Indirect Measures of Learning
  • Alumni, employer, and student surveys (including
    satisfaction surveys)
  • Exit interviews of graduates and focus groups
    graduate follow up studies
  • Retention and transfer studies
  • Length of time to degree
  • ACT scores
  • Graduation and transfer rates
  • Job placement rates

43
Two Bonus Things You Need to Know
44
  • 11. Its easier to assess outcomes in some
    programs than in others

45
Levels of Implementation
  • Level One Developing Assessment Plans
  • Level Two Developing Implementation Strategies
  • Level Three Collecting Data
  • Level Four Implementing Change as the result of
    assessment

46
Curriculum Structure
47
Curriculum Structure
48
  • 12. Assessment is not incompatible with
  • academic freedom

49
Questions, Issues Concerns
  • How does this fit with academic freedom?
  • Assessment doesnt tell faculty what they have to
    teach or how they have to teach it
  • Assessment still allows the flexibility for
    faculty to design assignments and grading
    processes in their classes

50
Components
Communication
Speak
Relate
Listen
Participate
Write
mechanics
Instructions
style
organization
transitions
51
10 (2) Things Deans Need to Know About Assessment
  • Susan Hatfield
  • Office of Assessment
  • SHatfield_at_winona.edu
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