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Assessment

Five Conditions. Identified intended learning outcomes ? University, College/Department, CourseSystem for measuring achievement ? individual student, course, department, UniversityCurriculum built backward ? from intended outcomesPowerful options for achieving outcomesContinually and systematica

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Assessment

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    1. Assessment A process – credible feedback to be reflected on and acted on.

    2. Five Conditions Identified intended learning outcomes – University, College/Department, Course System for measuring achievement – individual student, course, department, University Curriculum built backward – from intended outcomes Powerful options for achieving outcomes Continually and systematically investigate alternative methods for empowering students to learn.

    3. Assessing for improvement is a must. Change is inevitable, and assessment takes time and effort. Assessment should lead to improvement so that the University can fulfill responsibilities to students and the public. Assessment and Evaluation are different.

    4. Process Build backwards. University mission/goals and outcomes. Department/College mission/goals and outcomes. Course goals and outcomes. – Ownership - “my class” - is avoided sharing and mentoring a must

    6. Assessment is…. the beginning. Outcomes and measures – feedback and revisions conversations. Dialogue leads to enhanced understanding by all stakeholders conversations about learning. Intrinsic connection between learning and assessment.

    7. Assessment should…. be integrated into existing processes – planning, resource allocation, catalog revisions, program review – prioritization. be led, rewarded and pursued by the administration. be understood, maintained, generated, emphasized, clarified, and facilitated staff and faculty.

    8. The Journey begins… Identify goals and objectives of Southern Utah University. Identify assessment plan for University goals and objectives. Identify goals and objectives of College and Department. Identify assessment plan for College and Department. Identify outcomes for courses. Identify ‘confirming evidence’ in course work.

    9. Vision Southern Utah University Building on hallmarks of a safe, beautiful campus, with a personalized learning environment, SUU strives to be an outstanding public regional teaching university, offering high quality undergraduate, professional and selective graduate programs.

    10. University Goals Provide exceptional service to students and facilitate excellence in learning and student achievement. Foster superior teaching, scholarly/creative endeavors and public service. Increase enrollment to 9,000 by 2011, increase student retention and graduation rates, and within the context of our distinct mission, increase student, faculty, administration and staff diversity. Enhance students’ personal and professional development as responsible citizens through academic, co-curricular, social, service-learning, residential, cultural and athletic activities. Ensure human, financial and physical resources necessary to fulfill the University’s mission. Strengthen SUU’s mission and roll as the regional university of southern Utah by obtaining selective accreditations, and by enhancing and expanding the programs and services available, including at least five additional maters degree programs by 2011. Encourage effective communication on campus and with external constituencies.

    11. Questions To Be Asked What should graduates know? Knowledge What should graduates be able to do? Skills and Performances What should graduates be “like”? Dispositions

    12. Assessment Model

    13. Assessment Model

    14. Assessment Model

    15. University To College/Department Alignment

    16. College/ Department to National Standards Alignment

    18. Course Alignment – Secondary Education

    19. Course Assessment/Alignment

    21. Learner-Centered Teaching Learners are actively involved and receive feedback Learners apply knowledge to enduring and emerging issues and problems Learners integrate discipline-based knowledge and general skills Learners understand the characteristics of excellent work Learners become increasingly sophisticated learners and knowers. Professors coach and facilitate, intertwining teaching and assessing. Professors reveal that they are learners, too Learning is interpersonal, and all learners – students and professors – are respected and valued.

    22. Multiple Methods of Assessment Target Know and Understand Reason Performance Skills Products Dispositions Method Selected Response Essay Performance Assessment Personal Communication

    23. Assessment takes time and energy to carry out. Assessment that accurately reflects its intended target is valid. Assessment that serves its intended purpose is valid.

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