Embed Size (px)
Citation preview
AssessmentMary Hazzard, Ph. D. Assessment Fellow
The learner will be able to: Describe the NU Assessment Plan
Identify if a PLO is to be introduced, developed, or mastered in a course.
Differentiate between course evaluation/grading and program assessment.
Identify valid signature assignments Align signature assignments with Program
Learning Outcomes (PLO)
Learning Outcomes
Ensure evidence-based decision making Ensure high quality programs Ensure students are learning Ensure high quality graduates Encourage programmatic improvement Demonstrate adherence to adopted standards Provide evidence of accountability to the
public and the profession Provide evidence for resource and budget
allocation
Purpose of Assessment
To insure that we know what are students learn
Provide alignment across the mission and through the Institutional Learning Outcomes, Program Learning Outcomes, to the alignment of institutional resources
Includes activities designed to achieve the National University’s educational objectives
Transparent and collaborative process (AMS)
NU Assessment Plan
What do we want students to learn? (PLO’S) What evidence do we use to assess their
learning? (Plan) How well are they learning? (Findings) So what? (Reflection and
recommendations) Now what? (Plan for Improvement) Reflection on Assessment Process Closing the Loop (Status of proposed
recommendations)
Program Annual Report
Catalog 2011 page 20
1. Apply information literacy skills necessary to support continuous, lifelong learning.
2. Communicate effectively orally and in writing, and through other
appropriate modes of expression.
3. Display mastery of knowledge and skills in a discipline.
4. Demonstrate cultural and global awareness to be responsible citizens in a diverse society.
5. Demonstrate professional ethics and practice academic integrity.
6. Utilize research and critical thinking to solve problems. 7. Use collaboration and group processes to achieve a common goal.
Institutional learning Outcomes (ILO)
Identify the knowledge, skills, and dispositions (values) expected of all graduates of a program
Stated in behavioral, measurable terms Describe general expectations for graduates Consistent with the University Mission and
Institutional Learning Outcomes Consistent with state/national standards for
discipline, if appropriate Revised or developed in CurricUNET
Program Learning Outcomes
Included in course syllabus May be introduced, developed or mastered
in a specific course.◦ Introduced in an early required course◦ Developed through several required courses◦ Mastery expected prior to graduation
Program Learning Outcomes
Triangulation of Data
Description Example
Process of using three points of data that say the same thing when making educational decisions about a PLO. Any single assessment score is subject to environmental or other influences which can affect its accuracy.
2 Direct measures I indirect
Key assessment instruments used to make decisions about graduate performance/program effectiveness.
Provide aggregated data from the identified assessments.
Disaggregate for onsite and online and other appropriate options
Assessment: Direct Measures
Portfolio of student work throughout program Evaluation of fieldwork/practicum/clinical
practice Demonstrations/presentations Performance assessment Signature assignments embedded in courses Oral presentation Virtual assignments Case analysis Capstone project
Types of Direct Measures
Degree to which an assessment instrument accurately assesses the specific concept/PLO that the individual is attempting to measure.
Types of validity◦ Face Validity◦ Criterion related validity◦ Construct Validity◦ Content Validity
Validity
Assessments that gather data on perception of program effectiveness◦ Post program surveys (Alumni surveys)◦ Employer feedback◦ Exit survey (Last class in program)◦ Focus groups◦ Interviews◦ Reflection journal
Assessment: Indirect Measures
Assignment embedded into a course and used for assessment purposes
Must be used in all classes ( online, on site, hybrid) the same way.
Method for evaluation must be consistent and reliable across evaluators.
Two ways to handle:◦ 1. Use different rubric for assessment◦ 2. Use same rubric for both grading and
assessment.
Signature Assignments
Remove identifying student and faculty information
Reviewers analyze work for specific PLO. Develop specific criteria for targeting the
PLO. Focus is on assessment rather than grading.
Assessment Only
Develop common scheme for assessing the elements of signature assignments
Conduct assessment as assignment graded. Pool assessment data across courses.
Grading and Assessment
Check with the lead faculty first Obtain any description of the signature
assignment Obtain the rubric if this has been developed Provide instructions in the course about the
signature assignment for students so they know how the assignment will be used.
Provide students with the rubric so they can self assess their work and know how it will be graded/assessed.
Provide direction for faculty who will be teaching the course about use of rubric.
Course Developer Action
Make sure the assignment and rubric are in online, eCompanion and Hybrid class.
Work with OIRA and SPL to implement LOM Map the assignment and rubric to the PLO
and CLO if appropriate Provide direction to the faculty who will be
teaching the course about how to manage the gradebook in eCollege.
Review the rubric module if you will be the one to develop the rubric if one has not been developed.
Additional Action
Inter-rater reliability Extent to which two or more individuals
(coders or raters) agree. Addresses the consistency of the
implementation of a rating system. Training, education and monitoring skills
can enhance inter-rater reliability. Test how similarly people categorize items Test how similarly people score items.
Determine if a PLO is introduced, developed or mastered in the course.
Check with lead faculty about signature assignment and rubric
Provide student with information about the use of the signature assignment and rubric
Provide faculty with information about signature assignment and rubric.
Ensure the signature assignment and rubric are included in all online, eCompanion, and Hybrid classes.
Work with OIRA and SPL to implement LOM.
Summary
