We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byLaureen Edwards
Modified over 4 years ago
Develop Systematic processes Mission Performance Criteria Feedback for Quality Assurance Assessment: Collection, Analysis of Evidence Evaluation: Interpretation of Evidence Assessment for Quality Assurance Educational Practices/Strategies Constituents Learning Outcomes © 2003 Gloria Rogers - Rose-Hulman Institute of Technology Educational Objectives Assess/ Evaluate Assessment planning begins with the institutional mission statement. The institutional mission statement describes the communities that are served, institutional purposes and other characteristics that define the institution. Educational objectives are statements that describe the expected accomplishments of graduates during the first few years after graduation—usually 3- 5 years. These objectives should be consistent with the mission of the program and the institution. Performance criteria are those statements which define the learning outcomes. These criteria are high level indicators that represent the knowledge, skills, attitudes or behavior students should be able to demonstrate by the time of graduation that indicate competence related to the outcome. The feedback process is critical to creating and maintaining a systematic quality assurance system. When successfully implemented, all elements of the quality assurance process interact with one another. (For detailed information on the feedback process return to the Assessment Planning Flow Chart© and click on ‘Develop a process for evaluation and feedback.’) Educational objectives need to be assessed and evaluated periodically. This is generally done through alumni, employer, recruiter, and/or advisory board assessment. The objectives should be evaluated on a systematic basis to determine their continued relevance to the needs of constituents. This evaluation should be done every 3-5 years. Each program has multiple constituents. Constituents are those groups which benefit from the program offered. Although there might be multiple constituents, not all of them will be involved in the development of the educational objectives. Generally, these constituents are employers, graduates and faculty; however, this will vary with the nature of the program. Learning outcomes are statements that describe what students are expected to know and/or be able to do by the time of graduation. If students have achieved these outcomes, it is anticipated that they will be able to achieve the educational objectives after graduation. For an explanation of the different elements, click on the mouse to advance through the model. Strategies for data collection and analysis need to be developed that are consistent with the assessment question, resources available, appropriate validity and utility of findings. (For detailed information on assessment methods return to Assessment Planning Flow Chart © and click on ‘Evaluate and Choose Assessment Method.’) Understanding the alignment between educational practices and strategies promotes efficient and effective assessment practices. This can be accomplished by mapping educational strategies (which could include co-curricular activities) to learning outcomes. (For detailed information on the feedback process return to the Assessment Planning Flow Chart© and click on “Develop a process for evaluation and feedback.”) Evaluation is the process that is used to determine the meaning of the assessment results. This includes the implications of assessment results related to program effectiveness and recommendations for improvement. Evaluation should include those who can implement improvement strategies.
The Commissions Expectations for the Assessment of Student Learning and Institutional Effectiveness Beth Paul Interim Provost and Vice President for Academic.
TWS Aid for Supervisors & Mentor Teachers Background on the TWS.
Victorian Curriculum and Assessment Authority
Foundations of Excellence ® in the First College Year (4-year institutions) Salisbury University Project Description of Review Process of First College.
Del Mar College Planning and Assessment Process Office of Institutional Research and Effectiveness January 10, 2005.
Student Learning Outcomes Curriculum Change Request Academic Council Presentation Gary Howard Rosemary Hays-Thomas October 22, 2004.
An Assessment Primer Fall 2007 Click here to begin.
Program Review: The Foundation for Institutional Planning and Improvement.
Educational Outcomes: The Role of Competencies and The Importance of Assessment.
Edit the text with your own short phrases. To change the sample image, select the picture and delete it. Now click the Pictures icon in the placeholder.
NCATE Institutional Orientation Session on PROGRAM REVIEW Moving Away from Input- based Programs Toward Performance-based Programs Emerson J. Elliott,
Pace University Assessment Plan. Outline I. What is assessment? II. How does it apply to Pace? III. Who’s involved? IV. How will assessment be implemented.
Evaluating and Revising the Physical Education Instructional Program.
The Academic Assessment Process
Writing an Effective Assessment Plan
Getting Started. Decide which type of assessment –Input assessment –Process assessment –Outcomes assessment –Impact assessment.
FLCC knows a lot about assessment – J will send examples
Reaffirmation of Accreditation: Institutional Effectiveness Southern Association of Colleges and Schools February 2008 Stephen F. Austin State University.
How to Develop a Project Evaluation Plan Pat Gonzalez Office of Special Education Programs
Assessment Techniques for Curricular Improvement
© 2019 SlidePlayer.com Inc. All rights reserved.