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2
The Teaching-Learning-Assessment Cycle
1. Learning Outcomes
4. Using Results
2. Learning Opportunities
3. Measurement and Analysis
Assessment Plan Program Learning Outcomes
+ Selected universal UG learning outcomes
Curriculum Matrix (where taught/what level)
Assessment Matrix Which questions/benchmarks Where/when assessed How assessed (what tools) Who analyzes/reports Who determines implications How disseminated
Alignment with Unit Accreditation
NWCCU Broad guidelines Six or seven outcomes Choose own tools
Direct & IndirectGrades alone
insufficient Collect some data each
semester Emphasis-use results
to improve teaching and learning
Document results, use, and effect
Unit Accreditation
Complex Project Can be used to gather information on multiple
learning outcomes for the course or program.
Examples include end-of-semester paper or project, semester-long project, capstone project, research study, clinical experience, thesis, dissertation.
Assessment DefinitionAssessment is an ongoing process aimed at
understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance.
~Tom Angelo, AAHE Assessment Forum
Can you answer the following questions?
What do you want students to learn?
How well do you want them to learn it?
What evidence of learning will you require?
Do students understand your expectations?
How well do individual students or groups of students perform?
What’s the relationship between instruction and various components and levels of performance?
When performance doesn’t match expectations, what actions can be taken to improve performance?
Do the actions taken result in improved performance?
What’s a rubric?Scoring tool
Lays out specific expectations for an assignment
Divides an assignment into its component parts
Provides a detailed description of what constitutes acceptable or unacceptable levels of performance for each of those parts
Why rubrics for complex papers/projects?
Defines major components of paper/project
Communicates expectations
Conveys feedback to students
Saves grading time
Insures cross-section/cross-instructor scoring consistency (with training, of course)
Facilitates aggregating scores across students/sections to determine group performance on each skill component, or program or general education objective.
Parts of a RubricTask description (the assignment)
Scale (e.g. Exceeds expectations, meets expectations, below expectations)
Dimensions (a breakdown of the skills/knowledge demonstrated through the assignment)
Descriptions (describes the dimension in detail at each level of the scale) set out on a grid (matrix).
Basic Rubric Grid Format
Scale Level 1
Scale Level 2
Scale Level 3
Scale Level 4
Dimension 1
Dimension 2
Dimension 3
Dimension 4
Dimension 5
Assignment TitleTask Description:
Rubric with Scale: High to Low
Exemplary Proficient Basic Novice
Dimension 1
Dimension 2
Dimension 3
Dimension 4
Dimension 5
Short EssayTask Description (complete):
Add Dimensions
Exemplary Proficient Basic Novice
Structure
Analysis
Evidence
Add dimension
Add dimension
Short EssayTask Description (complete):
Outstanding Meets Expectations
Poor Name this level
Clarity of Ideas Generally easy to readIdeas appear to relate to one anotherIdeas do not easily flow from one paragraph to another
.
Disease Description Description is accurateGraphs/charts enhance disease explanationImpact on populace described
No description of the disease
Symptoms Outlines and describes each of the symptomsRelates symptoms to the cause/origin of the disease in a few cases
Provides list of symptoms with no descriptionDoes not relate symptoms to cause/origin of the disease
Etc.
Write Descriptions
Position PaperTask Description: Write a research paper on an assigned disease.
Partial Rubric
Starter Resources Internet Resources for Higher Education Outcomes
Assessment http://www2.acs.ncsu.edu/UPA/assmt/resource.htm
Miller, R., & Leskes, A. (2005). Levels of assessment: From the student to the institution. Washington, D.C.: Association of American Colleges and Universities.
UNLV Assessment Home Page http://provost.unlv.edu/Assessment
Winona State University Sample Rubrics http://www.winona.edu/air/rubrics.htm