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The Process of Building Outcomes Joanne Jacobs Sharon Perkins
Assessment Paradigm Shift from Process to Product
Outcome Assessment Sequence
Identify Goal Statement What is our intended outcome? To graduate a............ Must be MEASURABLE!
Process The course toward a result Resource Matrix Resource Purpose of resource Measurement system Analysis Action plan
Evaluation To examine carefully, to appraise 1. Goal statement 2. Standards 3. Measurement systems
Evaluation: Goal statement Goals = Ends or results the program or institution wants to achieve To graduate a competent (respiratory care practitioner)
Evaluation: Standards Cognitive credentialing exams Psychomotor clinical & lab skills documentation Affective behavioral characteristics surveys
Evaluation: Measurement systems Must correlate with standard being measured Can include: Testing, Surveys, Portfolios
Analysis To examine parts of something 1. Program (goals & standards, cut scores) 2. Resource (matrix) 3. Student Tracking Applied Enrolled : Graduated = Attrition Cohorts (stop-outs, drop-outs) Employed
Action Plan Based on analysis of areas measured, ask: change continue to monitor Make a change ? continue to monitor ?
Intervention Implement action plan Document implementation Note changes in next measurement cycle Sequence continues
Outcome result, end product, consequence Outcomes should support goal statement They include what the students demonstrated/accomplished or what the program achieved.
This sequence becomes an ongoing quality assurance routine that allows for timely intervention to ensure that the institution/program is meeting the outcome goal statement.
Assessing Student Performance
The PRR: Linking Assessment, Planning & Budgeting PRR Workshop – April 4, 2013 Barbara Samuel Loftus, Ph.D. Misericordia University.
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THIS WORKSHOP WILL ADDRESS WHY THE FOLLOWING ARE IMPORTANT: 1. A comprehensive rationale for funding; 2. Measurable objectives and performance indicators/performance.
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Assessment Policy Overview Dwayne Holford Coordinator, Academic Affairs.
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Guidelines and Methods for Assessing Student Learning Karen Bauer, Institutional Research & Planning, Undergraduate Studies; Gabriele Bauer, CTE.
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