General education assessment
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General Education Assessment. AAC&U GE and Assessment Conference March 1, 2007. Program Assessment. an on-going process designed to monitor and improve student learning. Faculty: Develop learning outcomes Verify alignment Collect assessment data Close the loop. Definitions.

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General education assessment

General Education Assessment

AAC&U GE and Assessment Conference

March 1, 2007


Program assessment

Program Assessment

an on-going process designed to monitor and improve student learning. Faculty:

  • Develop learning outcomes

  • Verify alignment

  • Collect assessment data

  • Close the loop


Definitions

Definitions

  • Direct vs. Indirect Assessment

  • Embedded Assessment

  • Authentic Assessment

  • Formative vs. Summative Assessment

  • Triangulation


Quotations from the wise and experienced

Quotations from the Wise and Experienced


Assessment steps

Assessment Steps

  • Define learning outcomes

  • Check for alignment

  • Develop an assessment plan

  • Collect assessment data

  • Close the loop

  • Improve the assessment process


Learning outcomes

Learning Outcomes

  • Clarify what faculty want students to learn

  • Clarify how the assessment should be done


Types of outcomes

Types of Outcomes

  • Knowledge

  • Skills

  • Values


Levels of outcomes

Levels of Outcomes

  • Course

  • Program

  • Institutional


Ge program outcomes

GE Program Outcomes

  • Focus on how students can demonstrate their learning

  • Should be widely distributed

  • Should be known by all stakeholders

  • Guide course and curriculum planning

  • Encourage students to be intentional learners

  • Focus assessment efforts


Goals vs outcomes

Goals vs. Outcomes

Examples


Is each a goal or an outcome

Is each a goal or an outcome?


Bloom s taxonomy

Bloom’s Taxonomy


Review examples of ge outcomes

Review Examples of GE Outcomes


Types of ge outcomes

Types of GE Outcomes

  • Short list of more general outcomes

  • Longer list of outcomes related to specific requirements


Ensuring verifying alignment

Ensuring/Verifying Alignment

  • Course Certification

  • Course Recertification

  • Alignment Projects


Ge alignment questions

GE Alignment Questions

  • Curriculum Cohesion

  • Pedagogy and Grading

  • Support Services

  • GE Instructors

  • Learning-Centered Campuses


Cohesive curriculum

Cohesive Curriculum

  • Coherence

  • Synthesizing experiences

  • On-going practice

  • Systematically created opportunities to develop increasing sophistication


Alignment matrix curriculum map

Alignment Matrix (Curriculum Map)

  • I = Introduced

  • D = Developed & Practiced with Feedback

  • M = Demonstrated at the Mastery Level Appropriate for Graduation


Is this a cohesive curriculum

Is this a cohesive curriculum?


Assessment plan

Assessment Plan

  • Who?

  • What?

  • When?

  • Where?

  • How?


Assessment should be meaningful manageable and sustainable

Assessment should be meaningful, manageable, and sustainable.


We don t have to assess every outcome in every student every year

We don’t have to assess every outcome in every student every year.


Levels of ge assessment

Levels of GE Assessment

  • Course-Level

  • Program-Level

  • Institution-Level


Comparisons of the three approaches

Comparisons of the Three Approaches


Sampling

Sampling

  • Relevant Samples

  • Representative Samples

  • Reasonably-Sized Samples


Ethical issues to consider

Ethical Issues to Consider

  • Anonymity

  • Confidentiality

  • Informed Consent

  • Privacy


Sample assessment plans

Sample Assessment Plans

Find examples of:

  • Direct assessment

  • Indirect assessment

  • Formative assessment

  • Summative assessment

  • Alignment-related assessment

  • Triangulation


Assessment techniques

Assessment Techniques

  • Direct Assessment

  • Indirect Assessment


Properties of good assessment techniques

Properties of Good Assessment Techniques

  • Valid

  • Reliable

  • Actionable

  • Efficient and Cost-Effective

  • Engaging to Respondents

  • Interesting to Us

  • Triangulation


Direct assessment

Direct Assessment

  • Published Tests

  • Locally-Developed Tests

  • Embedded Assessment

  • Portfolios

  • Collective Portfolios


Indirect assessment

Indirect Assessment

  • Surveys

  • Interviews

  • Focus Groups


Rubrics

Rubrics

  • Holistic Rubrics

  • Analytic Rubrics


Online rubrics

Online Rubrics


Rubric category labels

Rubric Category Labels


Rubric strengths

Rubric Strengths

  • Efficient use of faculty time

  • Precisely define faculty expectations

  • Training can be effective

  • Criterion-referenced judgments

  • Can be used by others


Using rubrics for grading and assessment

Using Rubrics for Grading and Assessment

  • Numbers for grading

  • Categories for assessment

  • Numbers and other criteria under individual faculty control

  • Speed up grading

  • Provide formative feedback


Using rubrics in courses

Using Rubrics in Courses

1. Hand out rubric with assignment.

2. Use rubric for grading.

3. Develop rubric with students.

4. Students apply rubric to examples.

5. Peer feedback using rubric.

6. Self-assessment using rubric.


Creating a rubric

Creating a Rubric

  • Adapt an existing rubric

  • Analytic approach

  • Expert-systems approach


Managing group readings

Managing Group Readings

  • One reader/document

  • Two independent readers/document

  • Paired readers


Before inviting colleagues

Before inviting colleagues:

  • Develop and pilot test rubric.

  • Select exemplars.

  • Develop a recording system.

  • Consider pre-programming a spreadsheet.


Orientation and calibration

Orientation and Calibration


Closing the loop

Closing the Loop

  • Celebrate!

  • Change pedagogy

  • Change curriculum

  • Change student support

  • Change faculty support


Bringing it all together

Bringing It All Together

  • Campus-wide conversations

  • Institution-wide implications for faculty/staff development

  • Quality-assurance process

  • Reporting structure

  • Implications for funding or infrastructure development


Some friendly suggestions

Some Friendly Suggestions

  • Focus on what is important.

  • Don’t try to do too much at once.

  • Take samples.

  • Pilot test procedures.

  • Use rubrics.

  • Close the loop.

  • Keep a written record.


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