Developing assessment plans
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Developing Assessment Plans. Mi-Suk Shim, Ph.D Spring 2006 DIIA. Outline of Workshop. Review of previous workshop Assessment methods overview & resources Syllabus, exam, & assignment analysis for each course Assessment map, matrix, & assessment plan at program level. SACS Criteria.

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Developing Assessment Plans

Mi-Suk Shim, Ph.D

Spring 2006

DIIA


Outline of Workshop

  • Review of previous workshop

  • Assessment methods overview & resources

  • Syllabus, exam, & assignment analysis for each course

  • Assessment map, matrix, & assessment plan at program level


SACS Criteria

CS 3.3.1Institutional Effectiveness

The institutionidentifies expected outcomes for its educational programsand its administrative and educational support services;

assesses whether it achieves these outcomes;

andprovides evidence of improvement based on analysis of those results


UT SCHEDULE

  • Program Educational Objectives and Program Outcomes

    • Complete by end of Spring 2006 and document

  • Assessment Plan

    • Complete by end of Spring 2006 and document

  • Progress Toward Completion of One Assessment Cycle and Closing the Loop

    • Complete documentation by Spring Break 2007


Learning Outcomes

  • statements that describe what students are expected to know, think, and be able to doby the time of graduation


Learning Outcomes

Students will

DO WHAT (how)


Matrix


Assessment Plan

University of Texas at Austin

Academic Unit Assessment Plans Format (tentative version)

I. School and Degree Program

School Name and College:

Degrees awarded:

Contact person:

Date:

II.Program Mission Statement

III.Program Educational Objectives

IV.Program Learning Outcomes

V.Strategies, Methods, and Level of Competence

VI.Implementation Plan

VII. Assessment of Results

VIII.Evaluation of Results

IX. Recommendations

X. Actions


Assessment Methods

  • Multiple methods & sources recommended

    (increase validity)

  • One method does NOT fit ALL (each has pros & cons)

  • Practicality? Time, effort, money

  • Do not have to measure everything or everybody (sampling)

  • Capitalize on what you are already doing

  • Quantity of data does not equate to Quality


Direct vs. indirect

  • Direct measures: Assess student knowledge or skills, that is student learning outcomes

  • Indirect measures: Assess students’ learning experiences or perceptions of their learning


Direct (Required)

Class Assignments

(paper, presentation, report…)

Capstone Project

Performance Project

Direct Observation

Portfolios

External examiner

Standardized exam

Locally developed exam

Certification and licensure exams

Simulations

Theses/Senior papers

Indirect (Supplemental)

Surveys

Student survey

Alumni survey

Employer survey

National survey

Interview

Focus group

Case study

Inventory of assessment methods


Guiding Questions for Methods

Does the method……

  • Measure your learning outcomes?

  • Measure your learning outcomes accurately?

  • Provide useful information (implications for educational evaluation and improvement)?

    If you answered YES to all of the above, it can be used to demonstrate Institutional Effectiveness


Level of competence

  • Your decision

  • What do you consider a success?

    Example:

    90% of students will meet “acceptable” level of competence using a rubric


Resources

  • UT SACS website

    https://www.utexas.edu/provost/planning/assessment/sacs/resources.html

  • Gloria Roger’s materials from October workshop (handouts)

  • DIIA Instructional Assessment Resources (IAR) Website

    http://www.utexas.edu/academic/diia/assessment/iar/how_to/methods/index.php


Where to start?

  • Course related:

    • Course descriptions

    • Syllabi

    • Course objectives

    • Course assignments

    • Course exams

  • Other activities:

    • Student exit survey

    • Alumni survey

    • Employer survey

    • National Standardized Exams

      **Key is to “Make use of existing sources”


What can individual faculty do?

  • Syllabus analysis

  • Exam analysis

  • Assignment analysis

  • For more detailed information;

    http://www.utexas.edu/academic/mec/research/workshopsummary.html


Syllabus analysis

  • Identify course objectives

  • Document those objectives in a table

  • Faculty complete table for each of their courses


Syllabus Analysis

  • table


Exam analysis

  • Identify test items that match course objectives

  • Calculate overall student performance for each item

  • Calculate the average performance for items assessing same objective

  • Determine the level of competence


Exam Analysis

  • Table


Assignment analysis

  • Identify assignment components that match course objectives

  • Assess student performance for each component

  • Determine the level of competence

  • Using rubrics


Assignment Analysis

  • Table


Rubrics

  • Scoring guidelines

  • A set of categories which describe the important components of the work assessed.


Rubrics

  • Scale

  • Descriptors

    Criteria (with indicators)---Things to look for

    Standard --- Description of degree of each level

  • Type

    Holistic

    Analytic


Resources for Rubrics

  • Sample handouts from Relearning by Design Inc.

    http://www.relearning.org/resources/PDF/rubric_sampler.pdf

  • DIIA workshop material http://www.utexas.edu/academic/mec/research/pdf/rubricshandout.pdf


Compile Info at Program level:Assessment Map


Assessment Map: focused


Matrix Example page


Where when who

  • Where --- context for assessment (sample)

  • When --- time of data collection

  • Who ---responsible person

    --- who interprets results?


Results/Recommendation/Action

  • State in future tense

  • What do you expect as results?


Assessment Plan example


Further assistance

  • Dr. Neal Armstrong

    Vice Provost for Faculty Affairs

    Office: MAI 201

    Email: [email protected]

    Phone: (512) 232-3305; (512) 471-4716


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