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Assessment:
Navigating the Shoals Without Running Aground
Tidewater Community College Norfolk, VA
Wednesday, June 18, 2003
by
Douglas Eder
Undergraduate Assessment and Program Review &
The Undergraduate Research Academy
Southern Illinois University Edwardsville
Assessment works best when it is embedded in teaching and learning and when it provides feedback that is useful. Without these properties, assessment interferes
with survival. This interactive presentation aims to use good thinking, humor, and feedback to harness the honest power of good assessment. And by easing the
administrative burdens of assessment, a faculty may revive, survive, and thrive.
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
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Some Assessment Ways and Means
• Case Studies • Classroom assessments • Completion and retention rates • Content analysis • Debates • Direct observations • Focus groups • Graduate success • Internships and service learning • Interviews (including videotapes) • Exams for certification and licensure • Matrices • Performances • Portfolios of several kinds • Projects (Primary Trait Analysis) • Questionnaires and surveys
(Direct and telephone; employer, alumni, and student attitude and satisfaction)
• Reflection essays • Study and activity logs • Tests
(Locally-developed and standardized) • Transcript analysis
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
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ASSESSMENT: Academic Year, 2002-03 SENIOR ASSIGNMENT REPORT (Due in Assessment Office, Box 1300 by August 31, 2003)
Department Name__________________________Signature______________________________________ Chairperson/Undergraduate Program Director A. Who filled out this report?_____________________________________________________________ B. Who else in the department has read it?___________________________________________________ C. Who else in the department can discuss it?________________________________________________ ______________________________________________________________________________________ D. How many students completed Senior Assignments during AY2002-03 (Su02, Fa02, Sp03)?________ E. How many students, if any, did your department officially excuse, and therefore did NOT complete a
Senior Assignment, during the 2002-03 academic year?______________________________________ F. Please send via e-mail the name and Senior Assignment title of each student who completed your
departmental Senior Assignment during AY 2002-2003. Format: First name <space> Initial (optional) <space> Last Name <Single Tab> Senior Assignment Title <Carriage Return>. Please do not insert extra punctuation, spaces, or characters. We will load what you have written into your departmental portion of the Assessment web page (please refer to---http://www.siue.edu/~deder/assass/sra.html). If you cannot send via email, please use the same format on a separate sheet of paper.
G. The traits listed on the next page(s) are those identified by your department as the baccalaureate goals
for your students (please confirm that we have supplied your current page). For each trait listed, please enter the requested information.
H. Are you using Primary Trait Analysis to assess your SRAs? If so, please include your PTA form. If
not, how did you acquire the assessment data you are reporting?
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
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Dep
t. or
Pro
gram
Fo
llow
-up
Non
e re
quire
d Fo
llow
-up
com
plet
ed o
n da
te__
___
W
ill re
-exa
min
e by
da
te__
___
Non
e re
quire
d Fo
llow
-up
com
plet
ed o
n da
te__
___
W
ill re
-exa
min
e by
da
te__
___
Non
e re
quire
d Fo
llow
-up
com
plet
ed o
n da
te__
___
W
ill re
-exa
min
e by
da
te__
___
Non
e re
quire
d Fo
llow
-up
com
plet
ed o
n da
te__
___
W
ill re
-exa
min
e by
da
te__
___
Out
com
e of
A
naly
sis
Obj
ectiv
e w
holly
sa
tisfie
d O
bjec
tive
not
who
lly sa
tisfie
d.
Follo
w-u
p st
rate
gy
is:_
____
____
____
_ __
____
____
____
__
Obj
ectiv
e w
holly
sa
tisfie
d O
bjec
tive
not
who
lly sa
tisfie
d.
Follo
w-u
p st
rate
gy
is:_
____
____
____
_ __
____
____
____
__
Obj
ectiv
e w
holly
sa
tisfie
d O
bjec
tive
not
who
lly sa
tisfie
d.
Follo
w-u
p st
rate
gy
is:_
____
____
____
_ __
____
____
____
__
Obj
ectiv
e w
holly
sa
tisfie
d O
bjec
tive
not
who
lly sa
tisfie
d.
Follo
w-u
p st
rate
gy
is:_
____
____
____
_ __
____
____
____
__
Whe
n an
d B
y W
hom
Wer
e R
esul
ts A
naly
zed?
Dep
t. m
eetin
g da
te
____
____
____
____
or
Indi
vidu
al a
naly
sis
(des
crib
e)?
____
____
____
____
____
____
____
____
____
____
____
____
Dep
t. m
eetin
g da
te
____
____
____
____
or
Indi
vidu
al a
naly
sis
(des
crib
e)?
____
____
____
____
____
____
____
____
Dep
t. m
eetin
g da
te
____
____
____
____
or
Indi
vidu
al a
naly
sis
(des
crib
e)?
____
____
____
____
____
____
____
____
Dep
t. m
eetin
g da
te
____
____
____
____
or
Indi
vidu
al a
naly
sis
(des
crib
e)?
____
____
____
____
____
____
____
____
Obs
erva
tions
of
Stud
ent
Perf
orm
ance
How
man
y st
uden
ts
____
_exc
eede
d __
___m
et
____
_did
not
mee
t
exp
ecta
tions
? __
___e
xem
pted
__
___T
OTA
L
How
man
y st
uden
ts
____
_exc
eede
d __
___m
et
____
_did
not
mee
t
exp
ecta
tions
? __
___e
xem
pted
__
___T
OTA
L
How
man
y st
uden
ts
____
_exc
eede
d __
___m
et
____
_did
not
mee
t
exp
ecta
tions
? __
___e
xem
pted
__
___T
OTA
L
How
man
y st
uden
ts
____
_exc
eede
d __
___m
et
____
_did
not
mee
t
exp
ecta
tions
? __
___e
xem
pted
__
___T
OTA
L
Expe
ctat
ion
for
Satis
fact
ory
Perf
orm
ance
[e.g
.] C
lear
incl
usio
n of
scie
ntifi
c m
etho
d;
expo
sitio
n of
test
able
hy
poth
esis
, sta
tistic
ally
co
mpe
tent
ana
lysi
s of
resu
lts, d
iscu
ssio
n of
w
ork
in li
tera
ture
.
[e.g
.] (a
& b
) C
ompe
tent
te
chni
cal
expl
anat
ion
such
th
at la
y as
sess
or
mat
ches
at l
east
4
out o
f 5 m
ain
poin
ts
on st
uden
t’s o
utlin
e.
[e.g
.] G
rade
at l
east
C
on S
enio
r Sem
inar
pa
per t
hat a
pplie
s pr
inci
ples
of g
en. E
d.
Pape
r to
disc
ussi
on
topi
c of
the
Seni
or
Sem
inar
subm
itted
w
ith S
RA.
[e.g
.] Al
l gra
phs
prep
ared
via
com
pute
r gr
aphi
cs; a
xes,
scal
es,
title
pre
sent
; gra
phic
st
yle
(his
to, b
ar, p
ie)
appr
opri
ate
to d
ata;
re
adab
le fr
om 1
met
er
away
.
Whe
re, W
hen,
and
H
ow M
onito
red
[e.g
.] W
ritte
n an
d or
ally
def
ende
d Se
nior
Ass
ignm
ent
each
Spr
ing
sem
este
r; m
ajor
ity
of fa
culty
ass
esse
s th
roug
h Pr
imar
y Tr
ait A
naly
sis.
[e.g
.] (a
) Ora
l de
fens
e of
SRA
(see
ab
ove)
; (b)
requ
ired
40
0-le
vel s
emin
ar
cour
se w
ith o
ral
repo
rt re
quir
emen
t
[e.g
.] D
iscu
ssio
n in
Se
nior
Sem
inar
of
own
wri
tten
wor
k fr
om a
ny e
thic
s co
urse
take
n in
SI
UE
Gen
eral
Ed
ucat
ion
prog
ram
.
[e.g
.] Se
nior
As
sign
men
t
SIU
E U
nder
grad
uate
Ass
essm
ent a
nd P
rogr
am R
evie
w
SAM
PLE
– S
AM
PLE
– S
AM
PLE
D
epar
tmen
t of
D
emo
Prog
ram
– In
itiat
ed
Goa
l or O
bjec
tives
[For
exa
mpl
e]
Bacc
alau
reat
e kn
owle
dge
of
[maj
or] d
isci
plin
e
[For
exa
mpl
e] O
ral
com
mun
icat
ion
[For
exa
mpl
e]
Sens
e of
eth
ics a
nd
ethi
cal i
mpa
ct o
n so
ciet
y of
maj
or
disc
over
ies w
ithin
th
e [m
ajor
] di
scip
line.
[For
exa
mpl
e]
Com
pute
r co
mpe
tenc
e
Oth
er o
bser
vatio
ns?
Une
xpec
ted
findi
ngs?
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SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
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SIUE Undergraduate Assessment and Program Review – Department of The Senior Assignment (SRA) is a scholarly inquiry between students and dedicated faculty members that results in a product. Because the product is visible, it and the curriculum that produced it can be assessed. A faculty can reflect upon the evidence of student learning revealed by the SRA and come to some conclusions about how its students learn. Upon reflecting on the evidence, what has your department discovered about student learning under its direction? What are you going to do about what you have discovered? How is the information about student learning going to feed back into your curriculum so that teaching and learning improve to the “Next Level”? What, if any, departmental assessment- or SRA-related highlights regarding student achievement from this past year do you wish to share?
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
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Goal Ranking and Matching
What do you hope to get out of this seminar/workshop? What goals or expectations do you wish to satisfy? This Classroom Assessment Technique (CAT) is designed to help make your goals and expectations visible to yourself and to assist you in discussing them with others, including the presenter. Part of this CAT also reveals the presenter’s goals to you so you can see how well they match your own. 1. On the lines below, please write 2-5 goals you hope to achieve ---specific things you want to learn--- by participating in this seminar/workshop. What you want to learn: Your ranking: Do they match
the presenter’s?
_______________________ ___________ Yes No _______________________ ___________ Yes No _______________________ ___________ Yes No _______________________ ___________ Yes No _______________________ ___________ Yes No 2. Use the middle column to rank your goals in terms of their relative importance to you. The most important goal is ranked #1, then next most important #2, etc. 3. When you hear the presenter’s goals, circle Yes in the right hand column next to each of your matching goals, regardless of rank. If you have goals left over at the end, circle No in the right hand column next to them. 4. Prepare to talk or ask questions about any of your important goals that are not also in the presenter’s list.
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
7
Approximate Analogy, Virtually Speaking INSTRUCTIONS: Complete one analogy below. 1. Assessment is to teaching as: ___________________________ is to ___________________________. Explain. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. F2F classroom teaching is to technology-assisted education as: ___________________________ is to ___________________________. Explain. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
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Tidewater Community College, June 18, 2003 Navigating Assessment Shoals © 2003 Douglas J. Eder, SIUE
In Scholarship Assessed, Ernest Boyer’s principles of reflective practice are advocated as desirable habits. Application of these principles endows assessment with elegant properties that can be used to satisfy criteria for classroom assessment, formal program review, institutional accreditation, and individual promotion/merit/tenure portfolios as well. Thus, assessment merits our attention because it supports honest, reflective, scholarly practice. Principle #1: Clear Goals: Does the scholar state the basic principles of his or her work clearly? Does the scholar define objectives that are realistic and achievable? Does the scholar identify important questions in the field?
Picture a domain --- assignment, topic, course, or program --- for which you have responsibility. What Big Rocks related to student learning do you, as a professor, want to "go in first"? That is, what major academic goals do you wish your students to achieve under your guidance? ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Principle #2: Adequate Preparation: Does the scholar show an understanding of existing scholarship in the field? Does the scholar bring the necessary skills to his or her work? Does the scholar bring together the resources necessary to move the project forward? Ideally and briefly, what would you need to see (what evidence needs to be present, what specific behavior needs to be visible) in order for a skeptic to see that your baccalaureate students are achieving the student-related Big Rocks of Assessment #1? Identify those that require a disciplinary specialist for interpretation and those that would be meaningful to a disciplinary layperson.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________ SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
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Stating Academic Objectives
----after Lion Gardiner, Rutgers University
Conclusions from a variety of audits suggest that perhaps 30-40% of the money spent in the US on higher education is not used effectively. Because taxpayers, donors, students, and their parents provide money for higher education, it's natural that they want to know what we are doing. Statements of educational goals and objectives communicate expectations and standards to these audiences. They are promises about actions and results.
To be useful, goals must be visible and they must be used. They are not statements about institutional structure, departmental hopes, or things that faculty members are working on. Objectives are indicators of goals. Here's a draft list of objectives for consideration. A critique is available at the end.
Draft objectives for students in Department XXXXXX:
1. In agreement with the University mission statement, this department's first priority is excellence in undergraduate teaching.
2. Students will be able to think, write, and speak clearly. 3. Students will understand current issues in this academic discipline and engage in
life-long learning. 4. Students will be aware of problems in the discipline and be familiar with the
knowledge and methods necessary to solve those problems. 5. Students will analyze available data on one such problem and construct a
workable solution that is deemed satisfactory by an expert in the field. 6. Students will cultivate ethical standards and aesthetic appreciation. 7. The department will foster tolerance and an ability for students to work in diverse
groups. 8. Faculty development activities will be available in order to improve classroom
teaching. 9. Advisors will be punctual, approachable, and understanding and will encourage
students to investigate opportunities that elevate them to their full potential. 10. Before leaving the office, each student will have correctly filled out lines #2 and
#6 of the FAFSA and recited out loud future deadlines for turning in fully completed forms.
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
10
“In each case the portfolio assessment project was mounted not to assess students’ individual achievements but rather to gain an overall picture of student performance in order to examine systematically the effectiveness of the curriculum…
“The most crucial feature of portfolio assessment for program evaluation is the assessment framework, that is, the set of criteria for assessing the portfolios. …The criteria should reflect a consensus among lecturers about what the course really values or aims to achieve. Ideally, the portfolios are assessed against the explicitly stated learning goals of the course. The extent to which these goals have been defined from one course to another may vary greatly. The crucial issue, however, is that in the absence of explicitly stated learning goals, portfolio assessment provides an opportunity for lecturers in a particular course to make explicit the expectations of their discipline.
“…Portfolio assessment that has as its principle aim to assess individual students’ achievements will consider the extent to which a student’s portfolio shows evidence of, for example, critical reflection, conceptual understanding, and creativity. However, portfolio assessment for program evaluation is less interested in individual students’ performance and more interested in the overall performance picture for the various tasks. In addition to assessing students’ development form task to task, assessors are interested in assessing students’ performance across a single task. This perspective reveals which tasks have prompted the desired responses (for example, critical, analytical thinking) and why. …In the case of each project, we believe that the portfolio assessment process has resulted (or will result) in improvements at the level of course design and delivery.”
--from Suellen Shay, Portfolio Assessment for program evaluation. Assessment Update, March-April, 1997: 9(2): 8-13.
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
11
Annotated Word Journal
Read the assigned text and write one word that captures the essence of what you’ve read and summarizes your response to it.
___________________________ One Word Summary
Explain why you chose that word and how it provides, in a capsule, your summary of the reading. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
12
Principle #3: Appropriate Methods: Does the scholar use methods appropriate to the goals? Does the scholar apply effectively the methods selected? Does the scholar modify procedures in response to changing circumstances?
A. What venues exist where assessment activities might take place to gather evidence of the sort described in Assessment #2?
B. What resources need to be maintained in your environment in order for you to collect this evidence? Which of these are the most important?
C. What obstacles, if any, are preventing you from collecting the evidence described in Principle #2 and achieving your student-related Big Rocks?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Principle #4: Significant Results: Does the scholar achieve the goals? Does the scholar's work add consequentially to the field? Does the scholar's work open additional areas for further exploration?
Subdivide one item of evidence, activity, or behavior into component parts and construct a rubric representing a 3- or 4-point assessment of quality.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
13
Principle #5: Effective Presentation: Does the scholar use a suitable style and effective organization to present his or her work? Does the scholar use appropriate forums for communicating work to its intended audiences? Does the scholar present his or her message with clarity and integrity?
Incoming Student Curriculum Teaching & Learning Processes Outcome Outgoing Student
To what forums and audiences will assessment reports in your chosen domain be addressed? Who will write the reports? Who will read them? What constructive feedback mechanisms are active? How will reports be used and what will happen as a consequence?
The Four Components of Complete Assessment What did you learn?
How do you feel? Who noticed? Who cares?
Three Questions Appearing in Every External Assessment Inquiry
What have you learned about your students’ learning? What are you going to do about it?
When, where, and how are you going to do it?
Principle #6: Reflective Critique: Does the scholar critically evaluate his or her own work? Does the scholar bring an appropriate breadth of evidence to his or her critique? Does the scholar use evaluation to improve the quality of future work?
Assessment? --- Standardized Test
Who: The student What: Takes a standardized test When: Just prior to graduation Why: To provide an assessment of academic achievement at the completion of
the degree program. Description: All degree-seeking students are asked to take a standardized, norm-based
field test, to be scored by a testing service, prior to receipt of the degree. In order to take the test the student must have a 2.0 GPA and have completed a specified number of credit hours in the program.
Data: Well above average, above average, average, below average, well below average
---after Patricia D. Murphy
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
14
Assessment? --- Comprehensive Exam Who: The student What: Takes a comprehensive exam When: Just prior to graduation Why: To provide a summary assessment of academic achievement at the
completion of the degree program. Description: All degree-seeking students are asked to take a comprehensive exam in the
discipline prior to receipt of the degree. The exam will be developed, administered, and read locally. In order to sit for the exam the student must have a 2.0 GPA and have completed a specified number of credit hours in the program.
Data: Exceptional, satisfactory, contingency, unsatisfactory ----after Patricia D. Murphy
Assessment? --- Thesis/Final Project Who: The student What: Undertakes a scholarly, [semi-] independent project under faculty
supervision When: During the final year of study Why: To assess the student's scholarship, critical thinking, creativity, research
skills, written and oral communication. Description: The thesis or final project requires the student to plan, implement, and
defend research, an action plan, or a project which is the culmination of a program of studies. Each thesis or written project will be read by a committee of the faculty. This assessment is a synthesis of knowledge and skills developed throughout the program and is a demonstration of the student's scholarship, creative and analytical skills, communication, and understanding of the content area.
Data: Satisfactory, unsatisfactory ----after Patricia D. Murphy
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
15
Plan for Systematic Evaluation, Department of XXXXXXXX
The Department of XXXXXXXXX is an undergraduate element in the YYYYYYY College curriculum with a component that bears national professional accreditation through ZZZZZZZ. The department believes that assessment is integral, even essential, to the educational process and will engage in a continuous, vigorous process of appraisal in order to form the basis for judging all aspects of its programs and for making improvements. Our objectives are to (a) examine whether our philosophy aligns with current best practices, standards, and trends in the field, (b) assure that all faculty members participate as involved scholars, (c) determine whether the program provides the means for students to excel, (d) improve teacher preparedness, and (e) unify the departmental curriculum. For this purpose, the departmental assessment program will systematically evaluate pedagogical goals, curricular structure, administrative support, faculty and staff credentials, educational facilities, financial resources, and students services.
Elements of the plan (a) Alignment of philosophy: We will examine our catalog, viewbook, and similar publications
for content and clarity of our statements. This formal process will occur every two years and will separately involve a committee of the faculty, the council of deans, the senate curriculum committee, and a broad of external reviewers. This will assure that public statements regarding our practices are aligned and up to date with both community college and professional standards.
(b) Faculty involvement: We will review faculty vitae and faculty and staff performance evaluations for publications, career progress, student satisfaction, and professional development as appropriate. This process, to be conducted every two years, will be undertaken by department chairpersons, deans, and an advisory committee comprised of elected faculty and staff. Formal biennial review will assure that our faculty and staff are of adequate size and scope and that all members of the community college are involved and committed to continuous improvement through continuing education and training.
(c & d) Curricular excellence and teacher performance: We will study course syllabi, examinations, assignments, tutoring services, and academic advising in order to confirm that the agreed-upon departmental philosophy penetrates the curriculum and to gather evidence that our course efforts and content harmonize with that philosophy. We will sponsor faculty and staff development activities, hold informative departmental seminars, and catalog the new pedagogies we have acquired and used. We wish to assure that diverse elements are in place so that students can excel in the competencies set for them. This study will recur every three years and will involve an elected committee within the department, two representatives from outside the department, the dean, and two external evaluators from similar departments at other universities.
(e) Unified, supported curriculum: We will conduct student evaluations, exit interviews, focus groups, alumni surveys, and employer surveys in order to ascertain stakeholder satisfaction with our educational quality and scope. We will examine budgets and facilities. This undertaking will recur every five years and will involve our entire faculty, the dean, the academic vice president, and one representative from the professional certifying association that accredits our program.
A. What are the programs’ intended student learning outcomes? ________________________________________________________________________ ________________________________________________________________________ B. What evidence of learning is being collected? ________________________________________________________________________ ________________________________________________________________________
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
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Some Useful References on Academic Assessment
Angelo, T.A., and K.P. Cross, 1993. Classroom assessment techniques: A handbook for college teachers, 2nd ed. San Francisco: Jossey-Bass. Astin, A.W., 1993. What matters in College? Four critical years revisited. San Francisco: Jossey-Bass. Banta, T.W., J.P. Lund, K.E. Black, and F.W. Oblander, 1995. Assessment in Practice: Putting principles to work in college campuses. San Francisco: Jossey-Bass. Eder, D.J., 2001. Accredited programs and authentic assessment. In Banta, T.W., and C.A. Palomba (eds.), Assessing Student Competence in Accrredited Disciplines. Sterling, VA: Stylus. Ewell, P.T., and D.P. Jones, 1996. Indicators of “Good Practice” in undergraduate education: A handbook for development and implementation. Boulder, CO: National Center for Higher Education Management Systems (NCHEMS). Ewell, P.T., and R.P. Lisensky, 1988. Assessing institutional effectiveness. Washington, DC: Consortium for the Advancement of Private Higher Education. Fong, B., 1994. Assessing the departmental major. In Stark, J.S., and A. Thomas (eds.), Assessment and Program Evaluation. ASHE Reader Series. Needham Hts., MA: Simon and Schuster, p. 413-21. Chickering, A.W., and Z.F. Gamson, 1991. Applying the Seven Principles for Good Practice in undergraduate education. San Francisco: Jossey-Bass. Glassick, C.E., M.T. Huber, and G.I. Maeroff, 1997. Scholarship assessed. San Francisco: Jossey-Bass. Mosteller, F., 1989. The “Muddiest Point in the Lecture” as a feedback device. In On teaching and learning: The Journal of the Harvard-Danforth Center. 3(April): 10-21. Palomba, C.A., and T.W. Banta, 1999. Assessment essentials. San Francisco: Jossey-Bass. Pascarella, E.T., and P.T. Terenzini, 1991. How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass. Santanello, C., and D.J. Eder, 2001. Stopping to listen: Classroom assessment techniques. NEA Higher Education Advocate. Smith, D., and D.J. Eder, 2000. Assessment and program review: Linking two processes. In A Collection of Papers on Self-Study and Institutional Improvement. Chicago: North Central Association, p. 186-88. Walvoords, B.E., and V. Anderson, 1988. Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass. Wiggins, G., 1993. Assessment: Authenticity, context, and validity. Phi Delta Kappan (Nov.): 200-14.
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
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Tidewater Community College, June 18, 2003 Navigating Assessment Shoals
THREE-STEP ASSESSMENT
Assessment #1: What is the most useful thing you’ve learned today from this Assessment Seminar/Workshop?
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Assessment #2: What one major question arises in your mind or is still unanswered? That is, what is the least clear to you and that you would like to have addressed?
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Assessment #3: Imagine that, as you walk across campus during the next three weeks, a member of your Board of Trustees stops you and asks what 2-3 main things you learned about assessment today and what specific behaviors you’re going to change as a result. You’ll have this person’s attention for about 45 seconds. In four sentences maximum, what will you say?
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SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
18
SIUE Undergraduate Assessment and Program Review -&- The Undergraduate Research Academy Box 1300 voice: (618) 650-2640 FAX: (618) 650-3633 e-mail: [email protected]
Edwardsville, IL 62026-1300 USA http://www/siue.edu/~deder/assess/index.html
Tidewater Community College, June 18, 2003 Navigating Assessment Shoals
Seminar/Workshop Evaluation
Assessment is the monitoring of learning. It is not a judgment of teaching. In contrast, evaluation does imply judgment of instructional quality. What you were asked on the previous page focused on what you learned. The questions on this page focus on the qualities and procedures of what was taught.
Evaluation #1. How did this seminar/workshop experience stack up in terms of facilitator enthusiasm and presentation, material usefulness, session organization, and your commitment? Please briefly describe your observations and degrees of satisfaction.
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Evaluation #2. What do you consider to be the strongest and most successful aspects of this seminar/workshop?
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Evaluation #3. What do you consider to be the weakest aspects and what would you eliminate or do to improve them?
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