Intentionally Targeting Student Learning Outcomes through Course Assessment and Design Patty Roberts, Ph.D. Patricia Noteboom, Ph.D. 2007 NASPA INTERNATIONAL.

Slides:

Advertisements

Similar presentations

Program Evaluation: What is it?

Advertisements

Classroom Assessment Techniques for Early Alert of Students At Risk Carleen Vande Zande, Ph.D. Academic Leaders Workshop.

ASSESSMENT 101 Preparing Future Faculty (PFF) Workshop Spring 2011 Facilitators: Dr. Kara Penfield, Director of Academic Assessment; Isis Artze-Vega, PFF.

An Overview of Service Learning: Building Bridges, Making Connections

Assessing Student Learning Outcomes In the Context of SACS Re-accreditation Standards Presentation to the Dean’s Council September 2, 2004.

S EPTEMBER SESSION 1: R ESEARCH Q UESTIONS & S ELECTING M EASURES The first steps toward getting your EA research project underway.

Assessment in Student Affairs at The University of Memphis Active learning: Comment at Twitter #umassess Polleverywhere = pollev.com; text from phone Take.

Bridging Research, Information and Culture An Initiative of the Research and Planning Group for California Community Colleges Your Name Your Institution.

Assessing student learning. Diagnostic - The gathering of information at the outset of a course or program of study to provide information for both the.

Using the IDEA Student Ratings System: An Introduction University of Saint Thomas Fall

Where We Are in the Cycle Types of Assessment Measures And Associated Assessment Instruments.

Summer Teaching Institute Assessment Session Formative and Summative Assessment Classroom Assessment Techniques Designing Rubrics for Assessment Dave Schumann.

The Oregon Framework for Teacher and Administrator Evaluation and Support Systems April Regionals Multiple Measures: Gathering Evidence 1.

NCCEA Annual Conference Waynesville, NC Assessment Basics: Implementing and Sustaining a Comprehensive, Outcomes-Based Assessment Plan October 19, 2006.

PPA Advisory Board Meeting, May 12, 2006 Assessment Summary.

Understanding Teaching Effectiveness and Assessment Projects.

The SACS Re-accreditation Process: Opportunities to Enhance Quality at Carolina Presentation to the Faculty Council September 3, 2004.

Online Course Observation. Objectives: 1.Articulate the steps of an online faculty observation 2.Explain the elements of the GRCC Online Course Observation.

Group Mentoring Program Mentor & Mentee Preparation for Mentoring Helping People Succeed.

Catherine Wehlburg, Ph.D. Office for Assessment & Quality Enhancement.

Formative Assessments

1 Classroom-Based Research: How to Be a Researcher in Your Classroom Basic Skills Initiative Teaching and Learning Workshop October 2009 Darla M. Cooper.

AET/515 Spanish 101 Instructional Plan SofiaDiaz

Welcome… The attendee will understand assessment basics with a focus on creating learning activities and identifying assessment expectations. Apply the.

Guide to Evidence for WASC Accreditation Dr. Robert Gabriner City College of San Francisco Student Learning Outcomes Workshop Strand 3.

Assessment 101: Back-to-Basics An Introduction to Assessing Student Learning Outcomes.

Developing an Effective Evaluation to Check for Understanding Susan E. Schultz, Ph.D. Evaluation Consultant PARK Teachers.

ASSESSMENT  Are you having an impact?  How do you know?  Are the programs and services you work on getting better?  How do you know?

Outcomes Assessment 101 Assessment Showcase 2009: Best Practices in the Assessment of Learning and Teaching February 11, 2009 Gwendolyn Johnson, Ph.D.

Becoming a Teacher Ninth Edition

Module 3: Unit 1, Session 2 MODULE 3: ASSESSMENT Adolescent Literacy – Professional Development Unit 1, Session 2.

SATAL Students Assessing Teaching and Learning

ASSESSMENT WHERE WE ARE AND WHERE WE ARE GOING…...

Eportfolio: Tool for Student Career Development and Institutional Assessment Sally L. Fortenberry, Ph.D., and Karol Blaylock, Ph.D. Eportfolio: Tool for.

Competency-based Instructional System Design: A Model for Program Assessment 3 rd Annual Texas A&M Assessment Conference Barbara Lyon, Ed.D., SPHR Tarleton.

Assessment 101 Center for Analytics, Research and Data (CARD) United Church of Christ.

ASSESSMENT SYED A RIZVI INTERIM ASSOCIATE PROVOST FOR INSTITUTIONAL EFFECTIVENESS.

Student Services Assessment Workshop College of the Redwoods Angelina Hill & Cheryl Tucker Nov 28 th & 30 th, 2011.

Elizabeth Godfrey 1.  Periodic assessment of results Appropriateness, effectiveness, efficiency, impact, sustainability  Identifies intended and unintended.

Assessing Student Learning Lynn Merklin Assistant Provost Office of Institutional Effectiveness August, 2014.

Approaches to Assessment Workshop for College of the Redwoods Fred Trapp August 18, 2008.

THE INTERNSHIP AT APPALACHIAN STATE UNIVERSITY 10 weeks of 40 hour weeks - NRPA.

ARE STUDENTS LEARNING WHAT WE SAY THEY ARE? THE IMPORTANCE AND PROCESS FOR CONDUCTING EFFECTIVE PROGRAM REVIEWS IN THE BUSINESS CURRICULUM Presented by:

Improving the Institutional Effectiveness Process 1.

 Lunch and Learn April 22, 2015 Office of Human Research.

Matching Learning Objectives and Assessment Methods Classroom Assessment Series Fall 07.

Research Problem In one sentence, describe the problem that is the focus of your classroom research project about student learning: That students do not.

Presenters: Erin Nunn, Jarrett Kealey, and Katelin Getz Ohio University.

VT University Libraries: Identifying, Teaching, and Assessing What Matters Most Office of Academic Assessment Ray Van Dyke,

Institutional Effectiveness A set of ongoing and systematic actions, processes, steps and practices that include: Planning Assessment of programs and.

Teaching Portfolios TA Training Session. What is a Teaching Portfolio?  Three types used in academia  The academic portfolio  The teaching portfolio.

Deciphering SPA Requirements Kathy Hildebrand, Ph.D., Assistant Dean of Assessment & Continuous Improvement, College of Education Cynthia Conn, Ph.D.,

What Your Program Needs to Know about Learning Outcomes Assessment at UGA.

The Gold Standard… Faculty are Key.  Annual Assessment based on  Address each SLO  Be specific, measurable, student- focused  Align the new.

Understanding Assessment The Basics Office for Institutional Effectiveness and Assessment.

1 Learning Outcomes Assessment: An Overview of the Process at Texas State Beth Wuest Director, Academic Development and Assessment Lisa Garza Director,

Assessment of Student Learning: Phase III OSU-Okmulgee’s Evidence of Student Learning.

Instructional Design Ryan Glidden. Instructional Design The process of planning, creating, and developing instructional or educational resources.

PBL Instructional Design. PBL Instructional Design Name: Name of PBL: Grade Level: Content Area:

Developing Program Learning Outcomes To help in the quality of services.

©2006 Richard Watson Todd Finding the Needs of KMUTT students

PROGRAM ASSESSMENT BASICS Alan Kalish, PhD Teresa Johnson, PhD Director Assistant Director University Center for the Advancement of Teaching.

Are we there yet? Evaluating your graduation SiMR.

 Summative  Formative  Individuals,  Assignments,  Learning activity  Courses,  Programs,  Institutions.  Assessment at a point in time.

CDIO: Overview, Standards, and Processes (Part 2) Doris R. Brodeur, November 2005.

Mary Ann Roe e-Colorado Portal Coordinator Colorado Department of Labor and Employment Jennifer Jirous Computer Information Systems Faculty Pikes Peak.

Monitor and Revise Teaching. ObjectivesObjectives Describe how to monitor teaching List ways to contribute to broader evaluations Explain how to review.

REFLECTIVE PRACTICE AND INTERACTIVE TEACHING Mr. Philip Montgomery Academic English Instructor.

“CareerGuide for Schools”

Creating Meaningful Student Learning Outcomes

Presentation transcript:

Intentionally Targeting Student Learning Outcomes through Course Assessment and Design Patty Roberts, Ph.D. Patricia Noteboom, Ph.D NASPA INTERNATIONAL ASSESSMENT & RETENTION CONFERENCE

Presentation Overview Terminology Course Overview Purposes for Assessment Assessing the Course: Mixed-Methods Approach Assessing the Course: Specific Methods Assessment-Based Answers & Materials Brainstorming Activity Group Discussion Q & A’s (Time permitting)

Terminology Definition of Assessment: “Assessment is any effort to gather, analyze, and interpret evidence which describes institutional, divisional, or agency effectiveness.” - Upcraft and Schuh, 1996

Terminology Assessment vs. Evaluation: “...assessment describes effectiveness; evaluation uses these descriptions in order to improve effectiveness...” - Schuh and Upcraft, 2001

Career Planning Course Overview One-credit elective Standardized Theoretically based Intended for first and second-year undeclared students Up to 17 sections offered per year Class cap = 20 Intentionally targeted student learning and development

Course Objectives To obtain information and develop the abilities necessary for selecting an academic major and choosing a career path To develop an awareness and understanding of career theories To gain knowledge concerning current occupational information and employment trends To provide an open forum for the exchange of ideas, thoughts, and opinions regarding academic major and career exploration To enhance students’ abilities to make effective, satisfying academic major and career decisions - HESA 173 course syllabus

Purposes for Assessing the UNC Career Planning Course  To find out if the course was effective for student learning and development  To determine if curriculum revisions were necessary  To provide information/evidence for the continuation or discontinuation of the course  To guide strategic planning  To contribute to systematic evaluation of Career Services

Assessing the Course Mixed-methods approach: Formative and summative Quantitative and qualitative Intergenerational

Specific methods:  Pre-post tests (Quantitative and Summative)  UNC Course/Instructor Surveys (Quantitative and Summative)  Student reflection papers (Qualitative and Formative)  Final essay exams (Qualitative and Summative)  Instructor feedback sessions (Qualitative, Formative, and Summative) Assessing the Course

Specific methods (cont’d):  Focus groups (Qualitative and Summative)  Interviews (Qualitative, Formative, and Summative)  Classroom observations (Qualitative)  Document analysis (e.g., course workbook) (Qualitative, Formative, and Summative)

Examples of Assessment-Based Answers and Materials...you have graduate assistants teach? Not the best answer! Better answer! See Appendix A for an example of related assessment materials (Course/Instructor Survey Results)

Examples of Assessment-Based Answers and Materials...you make annual curriculum changes? Not the best answer! Better answer! See Appendix B for an example of related assessment materials (Matrix of CAS Student Learning & Development Outcomes)

Examples of Assessment-Based Answers and Materials...you based the number of sections offered on demand? Not the best answer! Better answer! See Appendix C for an example of related assessment materials (Enrollment/Student Participation Results)

Examples of Assessment-Based Answers and Materials...you say that your course is valuable? Not the best answer! Better answer! See Appendix D for an example of related assessment materials (Dissertation Findings: White Paper Report)

Brainstorming Activity Breakout Groups Worksheets Discussion Action Planning

Q & A’s Elaboration Unfinished business Contact information  Patty Roberts, Ph.D. –  Patricia Noteboom, Ph.D. –