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Assessment: A Mirror with 2 Faces. Accountability Reflective Practice Accountability Reflective Practice. You can’t manage what you can’t measure. - PowerPoint PPT Presentation
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Assessment: A Mirror with 2 Faces
Accountability Reflective Practice
Accountability Reflective Practice
You can’t manage
what you can’t measure.
Program Review:A Discovery ProcessA Circle that Never Ends
Purpose:To assist faculty and staff in
providing high demand, quality programs that remain responsive to the needs and interests of students, the workplace, and relevant baccalaureate programs in our region.
It’s a Means to an EndNot a Deficit Model
Purpose: Something we all care about. No assumption that program doesn’t
measure up – or even needs improvement. About students – having what they need
and deserve. Providing instruction Producing Learners
Program Review
Authentic Formative Assessment
Assessment Cycle
INFORMATION COLLECTION
REASSESSMENT ANALYSIS (and then perhaps more info. collection)
CHANGE
PLANNING (problem solving)
Assessment is aTeam Sport
The Participants
Individuals or committees
Share a passion for their program and teaching
Pre-conceived notions of problems/solutions
Attitudes toward assessment
The Document Itself: Major Components
Data Elements: Enrollment, Academic Progress, Retention, Transfer, Employment
Mission and Goals, including Special Populations, External Input, Recruitment
Curriculum - Outcomes-Based Skills and Competencies Scope and Sequence Core Requirements Developmental Courses Workbased-Learning Teaching Methodologies Assessment Strategies Desired/Anticipated Revisions
Instructional Support Staffing Support Services Facilities Professional Development Budget
Additional Areas of Inquiry
Strengths, Weaknesses, Plans for Revision
Data
Enrollment Academic Progress Retention Student Population Student Transfer Student Employment Surveys Focus Groups
Engineering ScienceNew Students, Fall
0
10
20
30
40
1991 1992 1993 1994 1995 1996
Curriculum
skills
competencies
understandings
learning experiences
requirements
assessment
Examples: Question 11
Major Educational Outcomes of the Academic Support Services
Students who participate regularly in the Academic Support Services acquire the skills to manage their own learning.
Students who participate regularly in the Academic Support Services acquire the skills to evaluate their strengths and weaknesses.
Students who participate regularly in the Academic Support Services acquire the skills to articulate what they have learned.
Students who participate regularly in the Academic Support Services acquire the skills to formulate and achieve their own educational and vocational goals.
11. Please indicate below the major educational outcomes for students enrolled in this program, how each outcome is attained (i.e., through a specific named course, activity, or project) and how the attainment of each outcome is assessed. Five to ten major programmatic outcomes should be listed. If there is nothing currently in place that is intended to provide for the attainment of a particular outcome or to assess the extent to which the outcome has been realized, please leave the appropriate space blank. The “blanks” will help to identify areas that need further development.
Student Outcome/Competency
Assessment Criteriaand Methods
What should the student be able to do? (Performance/knowledge expectations for program graduates listed in student outcome terms.)
What activities/ assignments will enable the student to achieve it? (If the strategy is contained within a particular course, please list the course first, with the relevant activity or activities listed next to each course.)
How do the instructor and student know that the competency has been achieved? How is the student’s performance judged?
Strategies for Attainment
Section III: Curriculum
Student Outcomes/ Competencies
Strategies for Attainment
Assessment Criteria and Methods
Student applies previewing skills when reading articles.
Student is encouraged to identify the title, locate headings and subheadings, identify bold face, illustrations, graphic aids, chapter questions, and summaries.
Student can describe the contents of the article, making specific references.
Student determines the main idea of a paragraph.
Student finds the sentence that tells what the whole paragraph is about if the main idea is stated. Student lists supporting details and generates his/ own sentence if the main idea is not explicitly stated.
Student is successful, on practice quizzes, identifying the main idea or creating one when the main idea is not present.
READINGObjective 1: Students who participate regularly in the Academic Support
Services acquire the skills to manage their own learning.
Start to Finish ...
Participants Program
Program Review Document• Questions• Data• Discovery/Questioning
StrengthsWeaknesses
RecommendationsPlans for Improvement
Organization Phase
I Meeting with Provost
Celebration of Effort and Achievement
Supportive Discussion of
Implementation of Plans for Improvement
Follow-Up
II. I. D. of Action Plans, Time Lines, Budget Requests
II. Budget Follow-through
III. Action Plan Follow-up
Improving Teaching and Learning
Revise teaching strategies to improve student achievement
Revise course content to assure appropriate attention to areas that need increased attention
Replace or revise courses, programs, services Change sequence of courses Add a requirement or required course Enhance the advising process Increase focus throughout the co-curriculum Increase/enhance support services
(Jeffrey Seybert, Johnson County Community College)
You can’t manage
what you can’t measure.
Assessment Cycle
INFORMATION COLLECTION
REASSESSMENT ANALYSIS (and then perhaps more info. collection)
CHANGE
PLANNING (problem solving)