Academic Program Assessment & Evaluation. Fred Rovai Jim Downey. Background. “College standards are becoming diluted and there is a fuzziness about what faculty teach and what is expected from students” ( Commission on the Future of Higher Education).
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“College standards are becoming diluted and there is a fuzziness about what faculty teach and what is expected from students” (Commission on the Future of Higher Education).
“Outcome-based education means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure that this learning ultimately happens” (Spady, 1994).
3.3.1 – The Institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.
3.4.1 – …establishes and evaluates program and learning outcomes.
3.5.1 – …identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies.
SLOs are expressed and measured at the course, program, or institutional level.
SLOs reflect a shift of focus from “What am I teaching” to “What are my students learning”?
Dressel, P. (1957) writes:
"...a grade (is)...an inadequate report of an inaccurate judgment by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite amount of material." (p. 6.)
Anderson et al. (1975) provide the classical description of assessment:
“Assessment, as opposed to simple one-dimensional measurement, is frequently described as multitrait-multimethod; that is, it focuses upon a number of variables judged to be important and utilizes a number of techniques to assay them – Its techniques may also be multisource … and/or multijudge” (p. 27).
as a result of the educational program.
based on these assessments