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Ana G. Mendez University System. Assessment of Adult Learning in a Discipline-Based Dual Language Immersion Model® Fidel R. Távara, M.Ed. Assessment coordinator Florida Campuses. ASSESSMENT INSTRUMENTS. The School of Professional Studies Assessment Plan focuses on:

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ana g mendez university system

Ana G. Mendez University System

Assessment of Adult Learning in a Discipline-Based Dual Language Immersion Model®

Fidel R. Távara, M.Ed.

Assessment coordinator

Florida Campuses

assessment instruments

The School of Professional Studies Assessment Plan

focuses on:

  • Assessment of Student Learning
    • Midpoint and Capstone Assessment
    • Evaluation of Student Portfolios
    • Language Placement Testing
  • Assessment of Program Effectiveness
    • Student Representative Meetings
    • End-of-Course Evaluations
    • External Peer Reviews
    • Continuous Assessment of Program Activities
    • Classroom Observations
    • Student Satisfaction Survey
midpoint assessment
  • Is formative
  • Occurs at a crucial decision point
  • Helps them to see that assessment is helping them
  • Aids in retention
  • Provides information to the stakeholders
capstone assessment
  • Is summative
  • Provides opportunity to identify whether students have achieved selected program outcomes
  • Determines the strengths and weaknesses of students toward achievement of outcome expectations
  • Helps assess skills other than professional content mastery
creating dlp objectives
  • Small group met off campus at corporate house.
  • Consultant from Regis led discussion.
  • Group brainstormed list of possible DLP objectives.
  • Group classified objectives in categories: conceptual, language, communication, and interpersonal.
creating area manifestations
  • The entire faculty met by academic areas on campus.
  • Using the DLP objectives, faculty wrote area manifestations aligning them with each objective.
selection of programs
  • Select diverse program areas.
  • Involve faculty and administration.
  • Identify programs which have heavy enrollment.
selection of mid point and capstone courses
  • Qualitative analysis
    • Faculty opinion on content and coverage of program objectives and outcomes
  • Quantitative analysis
    • Significant achievement increment
    • Large enrollment
assessment instrument design
  • Alignment chart
  • Assessment instruments
    • Diagnostic profile
    • Portfolios
    • Case studies
    • Metacognitive papers
    • Strategic Business Plan
    • Organization’s Financial Analysis
  • Rubrics
student achievement of program objectives1
Student Achievement of Program Objectives
  • Mid Point Assessment (Program Level)
    • Designed by Faculty Experts
    • Rubrics and Evaluation Criteria developed specifically to measure program and language objectives
    • “Graded” by other Faculty Experts (not facilitator of the course)
      • Inter-rater reliability of over 80%
student achievement of program objectives2
Student Achievement of Program Objectives
  • The performance of the students is measured as follows:
    • 3.50 - 4.00 Excellent
    • 3.00 - 3.49 Very Good
    • 2.00 - 2.99 Satisfactory
    • Less than 1.999 Unsatisfactory
dissemination of results
Dissemination of Results
  • Internal:
    • Board of Directors
    • Faculty and Staff
  • External:
    • Professional and community forums
    • Data base for reaccreditation visits
    • Possible institutional and corporate alliances
program improvement
Program Improvement
  • Addition of language courses for graduate programs: 050, 500 and 501
    • Emphasis on early or concurrent enrollment in these courses for graduate students
program improvement1
Program Improvement
  • Revision of all course modules to explicitly include language objectives: “3rd generation of modules”
    • Inclusion of language development in class assignments, activities and resources
    • Evaluation activities to be 70% content, 30% language
    • Prioritization of graduate courses in the development of 3rd generation of modules
program improvement2
Program Improvement
  • Replication of midpoint assessment model in MBA program to verify possible differences between bachelors and masters