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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






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



Assessment plan
Assessment Plan

  • Who?

  • What?

  • When?

  • Where?

  • How?



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


Levels of ge assessment
Levels of GE Assessment sustainable.

  • Course-Level

  • Program-Level

  • Institution-Level



Sampling
Sampling sustainable.

  • Relevant Samples

  • Representative Samples

  • Reasonably-Sized Samples


Ethical issues to consider
Ethical Issues to Consider sustainable.

  • Anonymity

  • Confidentiality

  • Informed Consent

  • Privacy


Sample assessment plans
Sample Assessment Plans sustainable.

Find examples of:

  • Direct assessment

  • Indirect assessment

  • Formative assessment

  • Summative assessment

  • Alignment-related assessment

  • Triangulation


Assessment techniques
Assessment Techniques sustainable.

  • Direct Assessment

  • Indirect Assessment


Properties of good assessment techniques
Properties of Good sustainable.Assessment Techniques

  • Valid

  • Reliable

  • Actionable

  • Efficient and Cost-Effective

  • Engaging to Respondents

  • Interesting to Us

  • Triangulation


Direct assessment
Direct Assessment sustainable.

  • Published Tests

  • Locally-Developed Tests

  • Embedded Assessment

  • Portfolios

  • Collective Portfolios


Indirect assessment
Indirect Assessment sustainable.

  • Surveys

  • Interviews

  • Focus Groups


Rubrics
Rubrics sustainable.

  • Holistic Rubrics

  • Analytic Rubrics


Online rubrics
Online Rubrics sustainable.



Rubric strengths
Rubric Strengths sustainable.

  • 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 sustainable.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 sustainable.

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 sustainable.

  • Adapt an existing rubric

  • Analytic approach

  • Expert-systems approach


Managing group readings
Managing Group Readings sustainable.

  • One reader/document

  • Two independent readers/document

  • Paired readers


Before inviting colleagues
Before inviting colleagues: sustainable.

  • Develop and pilot test rubric.

  • Select exemplars.

  • Develop a recording system.

  • Consider pre-programming a spreadsheet.



Closing the loop
Closing the Loop sustainable.

  • Celebrate!

  • Change pedagogy

  • Change curriculum

  • Change student support

  • Change faculty support


Bringing it all together
Bringing It All Together sustainable.

  • 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 sustainable.

  • 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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