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Core Curriculum Proposal. Workshop. Overview. Defining Assessment Steps in Assessment Time to Practice Developing an Assessment Plan Q&A and Wrap Up. Assessment is.

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Presentation Transcript

Overview
Overview

  • Defining Assessment

  • Steps in Assessment

  • Time to Practice Developing an Assessment Plan

  • Q&A and Wrap Up


Assessment is
Assessment is

  • “… [t]he systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.”

    Ted Marchese


Assessment plan template
Assessment Plan Template

This will make more sense as we give details!


Core curriculum course assessment
Core Curriculum Course Assessment

  • Step 1: Define Student Learning Outcomes

  • Step 2: Determine Methods and Frequency

  • Step 3: Set Criteria

  • Step 4: Collect and Analyze

  • Step 5: Use the Results ("Close the loop")


Student learning outcomes
Student Learning Outcomes

  • Statement of what we think our students should know, do, think after taking the class

  • Observable behaviors or actions that students will demonstrate

  • Specific and measureable

  • Address state mandated component objectives


Assessment methods
Assessment Methods

  • Are related to the outcome being measured

  • Techniques used to directlymeasure student attainment of stated learning outcomes.

  • Describes the data source (i.e., embedded questions in a test, rubrics).

  • Course grades or indirect measures are not sufficient.


Why course grades are not sufficient
Why course grades are not sufficient

  • Course grades often:

    • contain other criteria beyond learning

      • Participation

      • Attendance

    • reflect various grading scales

    • do not provide enough detailed information about what students actuallylearned


Assessment methods1
Assessment Methods

  • Direct

  • Embedded Test Questions

  • Rubrics

  • Indirect

  • Surveys

  • Focus groups

  • Student self-ratings

  • Honors, awards



Criterion
Criterion

  • Indicates minimum level of proficient performance

  • Examples:

    • “At least X% of students will receive a proficiency (3) or higher on a scale of 1 to 4 (4 = Mastery, 1 = needs substantial improvement.”

      OR

    • “At least X% of students will answer X% embedded test questions correctly.”


Good assessments are useful and used
Good assessments are useful (and used)

  • Actionable - gives information specific to learning outcomes

  • Give us reasonably accurate, truthful, and useful information

Adapted from Assessing Student Learning: A Common Sense Guide by Linda Suskie



A chance to practice
A chance to practice . . .

  • Write a suitable outcome for 1 or 2 objectives

  • How will it be assessed?

  • What is the criterion for success?

  • How often do you expect this data will be collected?



Additional Resources

www.utsa.edu/coreqep

Online Core Course Proposal Form

https://coreproposal.utsa.edu


Walk in for questions
Walk-in for questions

Friday, Feb. 10

2:00-4:00 PM

NPB 2.210 Conference Room

Proposal Submission Deadline: Wed., March 1

NOTE: Colleges & Departments may have earlier internal deadlines.


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