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Biggest Challenges and Best Practices for Effective Implementation Presenters: Dr. Greg Hawkins, Clemson University Ms. Renea Akin, West Kentucky Community and Technical College Dr. Barbara Boothe, Liberty University Dr. Gay Holcomb, Asbury College Moderator:

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online assessment management systems

Biggest Challenges and Best Practices

for Effective Implementation

Presenters:

Dr. Greg Hawkins, Clemson University

Ms. Renea Akin, West Kentucky Community and Technical College

Dr. Barbara Boothe, Liberty University

Dr. Gay Holcomb, Asbury College

Moderator:

Dr. David K. Knox, Clemson University

Online assessment management systems:

welcome

Session Overview

    • Purpose:
      • Review critical issues and key strategies associated with online assessment management systems.
      • Build upon theoretical bases by providing specific, relevant case-study examples from four diverse institutions at various stages of online assessment management system implementation.
    • Format:
      • Ten-minute presentations by each panelist of best practices and key challenges as experienced at their respective institutions.
      • Fifteen-minute interactive segment addressing questions from session participants.
Welcome
case 1 clemson university

University Characteristics

    • Size:
      • 15,000+ Undergrads; 3,700+ Grads
      • Carnegie “High Research” Institution
    • Accreditation Timeline
      • April 2009 Five-Year Interim Report; 2013 Reaccreditation
    • Online Assessment Management System History:
      • Prior Approach—Nonstandardized, Paper-Based
      • Primary Reasons Institution Adopted Online Assessment Management System—MoreStructured Framework, Data Accessibility
      • Tenure of Online Assessment Management System Use—BeginningFourth Assessment Cycle
Case 1: Clemson University
case 1 clemson university1

Biggest Challenges

    • Assessment Motivations and Perceived Value
      • Optimization of Mandate vs. Local Value
    • Prior Levels of Assessment Sophistication
    • Competing (?) Emphases
      • Improving Assessment Sophistication
      • Improving System Efficacy
Case 1: Clemson University
case 1 clemson university2

Best Practices

    • Continuous /Balanced Training & Support
      • Tool + Assessment Practices + User / Department Value
        • Assessment coordinator churn, assessment value and relevance at program level, perpetuation of a common assessment vernacular
      • System upgrades and improvements, advocacy with system providers on behalf of your constituents
Case 1: Clemson University
case 2 west ky ctc

College Characteristics

    • Size: 7,000 students
    • Accreditation Timeline: 2018
    • Online Assessment Management System History:
      • Prior Approach: Tables in Word
      • Primary Reason to Adopt Online Assessment Management System: Consolidation doubled the numbers
      • Tenure of Online Assessment Management System Use: Currently in third assessment cycle
Case 2: West KY CTC
case 2 west ky ctc1

Biggest Challenges

    • Over assessment reduces ease of use
    • System upgrades require ongoing training
    • Online system impedes “mental map-making”
Case 2: West KY CTC
case 2 west ky ctc2

Best Practices

    • Assessment rubric tailored to the online management system
    • Shared access across academic programs
    • Ongoing training
Case 2: West KY CTC
case 3 liberty university

University Characteristics

    • Size: 45,688
        • Full-time 25,323
        • Part-time 20,365
        • Resident Program 11,849
        • On-Line Program 33,839
    • Accreditation Timeline: 5th Year Interim Report--
    • Online Assessment Management System History:
      • Prior Approach
      • Primary Reason(s) Institution Adopted Online Assessment Management System
      • Implementation of the Online Assessment Management System
Case 3: Liberty University
case 3 liberty university1

Biggest Challenges

    • Setting It Up For University Wide Assessment, Strategic Planning, and Budget Planning
    • Training Sessions
    • Administration Interaction with the Data
Case 3: Liberty University
case 3 liberty university2

Best Practices

    • They “Get It”
    • Hands-on Interactivity At the Lower Levels
    • Upgrades That Assist in Ease of Use
    • Upgrades That Meet the Needs of Accreditation Criteria and Strategic Planning Initiatives
Case 3: Liberty University
case 4 asbury college

College Characteristics

    • Size: 1500 (Undergrad, Grad, Adult Completion)
    • Accreditation Timeline: Class of 2009
    • Online Assessment Management System History:
      • Prior Approach
      • Primary Reasons Institution Adopted Online Management System
      • Tenure of Online Assessment Management System Use: currently in our 4th assessment cycle
Case 4: Asbury College
case 4 asbury college1

Biggest Challenges

    • Assessment motivation & perceived value
    • Connecting budgeting to assessment processes
    • Continued basic education needed.
Case 4: Asbury College
case 4 asbury college2

Best Practices

    • Ongoing training sessions
    • Developed scoring rubrics
    • Openly publishing assessment ratings
Case 4: Asbury College
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