Computer Literacy Placement Exam Design And Assessment
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Transcript of Computer Literacy Placement Exam Design And Assessment
Computer Literacy Placement Exam Design and
Assessment
Amber M. EppsThe Art Institute of Pittsburgh
What is Computer Literacy?
Computer-related terminologyHardware and software basicsBasic operating system functionalityFile managementUsing the internet and understanding
related issuesProductivity applications
Happy students
Happy faculty
Why Do We Care?
Accurate Placement
Students can save $$$
Institutions can save $$$
Assess program requirements
Accreditation
Various student abilities
Facts
May or may not be a required courseStudents complain!Faculty complain!
Myths
Students already know “this stuff”Should be removed from curriculum
without a backup plan
Survey Says...
Students don’t always know as much as they think they do
Students need to meet minimum proficiency requirementsSchool-definedIndustry-defined
Every school is differentNeed to continue research
So Now What??
Assessment!According to the Higher Learning Commission: “Assessment of student learning is a participatory, iterative
process that: Provides data/information you need on your students’ learning Engages you and others in analyzing and using this
data/information to confirm and improve teaching and learning Produces evidence that students are learning the outcomes
you intended Guides you in making educational and institutional
improvements Evaluates whether changes made improve/impact student
learning, and documents the learning and your efforts.”
Assessment! (cont)
Accreditation often requires computer literacy standards
Not always fun...but importantEvolving work in progress
Don’t expect perfection right away
Where to Begin?
Know your school’s policiesWho else is involved?Consider the scope
How many students will be affected?Online students?Staffing requirements
Get faculty involved!Use tools that are available to you
Next...Platform issues: PC vs MacPlan...
What’s important?What do you want to know?
Start with your competenciesWhat should students know?
Find balance between theory and applicationAsk faculty what matters most
Suggestions!Use a question pool
Check text book instructor resourcesSeparate competencies by sectionAutomate as much as possible
Clear rubrics when manual grading requiredWhat is a passing score?Pilot test with a focus groupBe flexible and aware of changesRemote testing?
So I’ve Created My Exam...Now What?
What to assess:Pass/fail rate overallPass/fail rate per majorPre/post test differencesAnything that’s important to YOU and
YOUR school
What Does Assessment Tell Us?
Achievement of learning outcomesCompetency proficienciesCompetency deficienciesChanges to degree requirements?
Let’s Look At Some Real Examples
Pre-Test: Theory*Based on 80% as Passing Score
% PC Pass % Mac Pass % Overall Pass0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
23%
11%16%
77%
89%84%
PassFail
Test-Out Results*Based on 80% as Passing Score
Fall 2007
Win
ter 2
008
Spring 2
008
Summ
er 2008
Fall 2008
Win
ter 2
009
Spring 2
009
Summ
er 2009
Fall 2009
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
62.50%
81.82%
37.50% 40.17%
27.27%
60.00%
40.00%
75.00%70.00%
37.50%
18.18%
62.50% 59.83%
72.73%
40.00%
60.00%
25.00%30.00% Pass
Fail
Questions!!
Why is the pre-test passing rate so low?
Why is the test-out passing rate so high?
Time to share!
Feel free to contact me:Amber M. EppsThe Art Institute of [email protected]