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Assessment 101: The Core Curriculum

Assessment 101: The Core Curriculum. Susan Hatfield - Winona State UNC Wilmington November 2005 SHatfield@winona.edu. Common Reactions to Assessment Initiatives. Ignoring it Bribing someone else to do it Complaining about it Losing sleep over it Sitting down and writing it.

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Assessment 101: The Core Curriculum

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  1. Assessment 101:The Core Curriculum Susan Hatfield - Winona State UNC Wilmington November 2005 SHatfield@winona.edu

  2. Common Reactions to Assessment Initiatives • Ignoring it • Bribing someone else to do it • Complaining about it • Losing sleep over it • Sitting down and writing it

  3. Assessment is -- first and foremost -- about student learning.

  4. A Little Quiz

  5. Quiz All faculty need to be actively engaged in assessment for a department or program to really be “doing assessment.”

  6. Quiz All faculty need to be deeply committed to assessment for a department or program to really be “doing assessment.”

  7. Attitudes toward Assessment 70% Level of Commitment 15% 15% Hostile Accepting Enthusiastic

  8. Quiz The best way to build a campus culture of assessment is for top administration to be prescriptive in student learning outcomes, assessment measures and methods.

  9. Quiz All departments and programs should be moving ahead on assessment at the same pace, meeting specific goals within specified time frames.

  10. Quiz Effective assessment programs have eliminated indirect measures and measures of departmental effectiveness (satisfaction, etc.).

  11. Quiz Assessment is a time-intensive add-on that will be a huge burden to faculty who are already overburdened.

  12. Quiz Effective programmatic assessment plans have every faculty member assess every outcome in every course every semester.

  13. Quiz Accrediting organizations expect to see fully realized assessment plans during site visits.

  14. Quiz The most effective assessment programs are ones in which the students are not aware they are being assessed.

  15. Uncertainty • Uncertainty related to questions of • How to do it • Why it needs to be done • What to do with the data • How the data will be used • How to find the time to implement it • What support is available

  16. Reducing Uncertainty • Clear • Understanding • Definitions • Processes • Rules • Resources • Understanding of pitfalls

  17. The Assessment Core Curriculum:10 things you should know about assessment

  18. Core Curriculum • Assessment terminology • Evolution of assessment initiatives • Difference between direct and indirect measures of learning • Assessment requires exertion and intention 5. Writing student learning outcomes

  19. Language of Assessment • A. General skill or knowledge category GOAL • B. Specific accomplishments to be achieved OUTCOME • C. Activities and Assignments to help students learn LEARNING EVENTS • D. The key elements related to the accomplishment of the outcome COMPONENTS

  20. Language of Assessment • E. The objects of analysis OBJECTS • F. Data indicating degree of achievement CHARACTERISTICS • G. Combination of data indicating relative degree of achievement of the learning outcome INDICATORS

  21. Goals

  22. Goals Organizing Principle Category or Topic Area Subjects

  23. Goals Composition PE Humanities Fine Arts Natural Sciences and Mathematical Sciences Social and Behavioral Sciences Interdisciplinary Perspectives

  24. Learning Outcomes

  25. Student Learning Outcomes Communication Writing Relating Speaking Listening Teaming

  26. Learning Events

  27. Learning Events • Assignments (in class and out of class) • Feedback on practice • Self evaluation • Peer evaluation • Role Play • Pre Tests • Simulation

  28. Learning Objects

  29. Student Learning Outcomes Communication Writing Relating Speaking Listening Teaming Sales

  30. Components

  31. Student Learning Outcomes Goal Outcome Outcome Outcome Outcome Outcome Learning events Object

  32. Student Learning Outcomes Communication Writing Relating Speaking Listening Teaming Verbal Demonstration Evaluative elements Nonverbal Organization

  33. Performance Characteristics

  34. Student Learning Outcomes Communication Writing Relating Speaking Listening Teaming Verbal Demonstration Nonverbal Organization

  35. Indicators

  36. Student Learning Outcomes GOAL Outcome Outcome Outcome Outcome Outcome Degree to which outcome is achieved component Object component indicator component component

  37. Core Curriculum • Assessment terminology • Evolution of assessment initiatives • Difference between direct and indirect measures of learning • Assessment requires exertion and intention 5. Writing student learning outcomes

  38. Maturing Assessment BEGINNING PROGRESS MATURING INSTITUTIONAL RESPONSIBILITY DEPARTMENT RESPONSIBILITY

  39. Maturing Assessment BEGINNING PROGRESS MATURING INDIRECT MEASURES DIRECT MEASURES

  40. Maturing Assessment BEGINNING PROGRESS MATURING PROCESS MEASURES OUTCOME MEASURES

  41. Maturing Assessment BEGINNING PROGRESS MATURING CLASSROOM ASSESSMENT PROGRAM ASSESSMENT

  42. Maturing Assessment BEGINNING PROGRESS MATURING INSTITUTIONAL EFFECTIVENESS STUDENT LEARNING

  43. Evolutionary Trajectories 98 99 00 01 02 03 04 05 MATURING MAKINGPROGRESS BEGINNING

  44. Core Curriculum • Assessment terminology • Evolution of assessment initiatives • Difference between direct and indirect measures of learning • Assessment requires exertion and intention 5. Writing student learning outcomes

  45. Direct Measures of Learning • Capstone experience • Standardized tests • Performance on national licensure certification or professional exams • Locally developed tests • Essay questions blind scored by faculty • Juried review of senior projects • Externally reviewed exhibitions performances • Evaluation of internships based upon program learning outcomes

  46. Indirect Measures of Learning • Alumni, employer, and student surveys (including satisfaction surveys) • Exit interviews of graduates and focus groups graduate follow up studies • Retention and transfer studies • Length of time to degree • ACT scores • Graduation and transfer rates • Job placement rates

  47. Non-Measures of Student Learning • Curriculum review reports • Program review reports from external evaluators • Faculty publications and recognition • Course enrollments and course profiles • Faculty / student ratios, percentage of students who study abroad • Enrollment trends • 5 year graduation rates • Diversity of the student body

  48. Core Curriculum • Assessment terminology • Evolution of assessment initiatives • Difference between direct and indirect measures of learning • Assessment requires exertion and intention 5. Writing student learning outcomes

  49. Exertion without Intention

  50. Intention without Exertion

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