Presentation on theme: "General Education Assessment AAC&U GE and Assessment Conference March 1, 2007."— Presentation transcript:
General Education Assessment AAC&U GE and Assessment Conference March 1, 2007
Program Assessment an on-going process designed to monitor and improve student learning. Faculty: Develop learning outcomes Verify alignment Collect assessment data Close the loop
Definitions Direct vs. Indirect Assessment Embedded Assessment Authentic Assessment Formative vs. Summative Assessment Triangulation
Quotations from the Wise and Experienced
Assessment Steps 1.Define learning outcomes 2.Check for alignment 3.Develop an assessment plan 4.Collect assessment data 5.Close the loop 6.Improve the assessment process
Learning Outcomes Clarify what faculty want students to learn Clarify how the assessment should be done
Types of Outcomes Knowledge Skills Values
Levels of Outcomes Course Program Institutional
GE Program Outcomes Focus on how students can demonstrate their learning Should be widely distributed Should be known by all stakeholders Guide course and curriculum planning Encourage students to be intentional learners Focus assessment efforts
Goals vs. Outcomes Examples
Is each a goal or an outcome?
Review Examples of GE Outcomes
Types of GE Outcomes Short list of more general outcomes Longer list of outcomes related to specific requirements
Assessment Techniques Direct Assessment Indirect Assessment
Properties of Good Assessment Techniques Valid Reliable Actionable Efficient and Cost-Effective Engaging to Respondents Interesting to Us Triangulation
Direct Assessment Published Tests Locally-Developed Tests Embedded Assessment Portfolios Collective Portfolios
Indirect Assessment Surveys Interviews Focus Groups
Rubrics Holistic Rubrics Analytic Rubrics
Rubric Category Labels
Rubric Strengths Efficient use of faculty time Precisely define faculty expectations Training can be effective Criterion-referenced judgments Can be used by others
Using Rubrics for Grading and Assessment Numbers for grading Categories for assessment Numbers and other criteria under individual faculty control Speed up grading Provide formative feedback
Using Rubrics in Courses 1. Hand out rubric with assignment. 2. Use rubric for grading. 3. Develop rubric with students. 4. Students apply rubric to examples. 5. Peer feedback using rubric. 6. Self-assessment using rubric.
Creating a Rubric 1.Adapt an existing rubric 2.Analytic approach 3.Expert-systems approach
Managing Group Readings One reader/document Two independent readers/document Paired readers
Before inviting colleagues: 1.Develop and pilot test rubric. 2.Select exemplars. 3.Develop a recording system. 4.Consider pre-programming a spreadsheet.
Orientation and Calibration
Closing the Loop Celebrate! Change pedagogy Change curriculum Change student support Change faculty support
Bringing It All Together Campus-wide conversations Institution-wide implications for faculty/staff development Quality-assurance process Reporting structure Implications for funding or infrastructure development
Some Friendly Suggestions 1.Focus on what is important. 2.Dont try to do too much at once. 3.Take samples. 4.Pilot test procedures. 5.Use rubrics. 6.Close the loop. 7.Keep a written record.