Online assessment management systems
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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


Questions

QUESTIONS


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