1. Assessment in Re-Designed Courses: Basic Principles Peter Ewell Re-Design Alliance Conference Descriptive Session

2. Two Kinds of Evaluation Questions zImplementation: Did the Project Work the Way You Thought It Would? zImpact: Did the Project Achieve the Outcomes It Was Supposed to Achieve?

3. Some Implementation Questions zResources and People in Place as Planned? zTechnical Support--Any Glitches? zUneven Practices Across Sections? zAny Major Differences in Faculty Expectations or Approaches to Teaching? zAny Major Differences in Student Reactions or Approaches to Learning?

4. Some Impact Questions zEquivalent or Better Cognitive Learning Outcomes? zImproved Course-Completion Rates? zImproved Performance Later in the Curriculum? zEnhanced Self-Confidence and Willingness to Pursue the Subject?

5. Course Re-Design as a Quasi-Experiment zRe-Designed Course vs. Traditional Course Comparisons zSimultaneous and Before-After Comparisons zNeed to Recognize (and Account For) Any Differences in Student Characteristics

6. Some Methods for Assessing Impact zMatched Examinations and Assignments zGrade Performance [Enhanced, if Possible] zTracking Student Performance After Course Completion z[Survey Items on Self-Confidence and Self-Reported Gains]

7. Approaches Based on Exams and Assignments zCommon Final (and Mid-Term) Examinations zMatched Items or Common Questions Embedded in Otherwise Different Examinations zThird-Party Reading of Similar Student Work Products Using Rubrics of Scoring Guides

8. Approaches Based on Grade Performance zCan Only Use If Grades are Truly Comparable! zDWF Rates zFrequencies of Different Kinds of Errors (Dimensional Grading) zAchieving Better Alignment Across Course Grades (e.g. Primary Trait Scoring)

9. Approaches Based on Student Tracking zCourse Completion Rates zOverall Persistence and Program Completion Rates zSubsequent Grade Performance in Related Courses zTestimony of Faculty in Client Courses and Disciplines

10. Some Summary Thoughts About Assessment zFocus on Learning [What They Learned and What You Learned] zFocus on Comparative Advantage with Traditional Delivery zKeep it Simple!