Assessment<br />Mary Hazzard, Ph. D. Assessment Fellow<br />
The learner will be able to:<br /> Describe the NU Assessment Plan<br />Identify if a PLO is to be introduced, developed, ...
Ensure evidence-based decision making<br />Ensure high quality programs<br />Ensure students are learning<br />Ensure high...
To insure that we know what are students learn<br />Provide alignment across the mission and through the Institutional Lea...
What do we want students to learn? (PLO’S)<br />What evidence do we use to assess their learning?	(Plan)<br />How well are...
1. Apply information literacy skills necessary to support continuous, lifelong learning.<br /> <br /> 2. Communicate effec...
Identify the knowledge, skills, and dispositions (values) expected of all graduates of a program<br />Stated in behavioral...
Included in course syllabus<br />May be introduced, developed or mastered in a specific course.<br />Introduced in an earl...
MA Strategic Communication<br />
BS in Information Technology Management<br />
Triangulation of Data<br />Description<br />Example<br />Process of using three points of data that say the same thing whe...
Key assessment instruments used to make decisions about graduate performance/program effectiveness.<br />Provide aggregate...
Portfolio of student work throughout program<br /> Evaluation of fieldwork/practicum/clinical practice <br />Demonstration...
Degree to which an assessment instrument accurately assesses the specific concept/PLO that the individual is attempting to...
Assessments that gather data on perception of program effectiveness<br />Post program surveys (Alumni surveys)<br />Employ...
Assignment embedded into a course and used for assessment purposes<br />Must be used in all classes ( online, on site, hyb...
Remove identifying student and faculty information<br />Reviewers analyze work for specific PLO.<br />Develop specific cri...
Develop common scheme for assessing the elements of signature assignments<br />Conduct assessment as assignment graded.<br...
Check with the lead faculty first<br />Obtain any description of the signature assignment<br />Obtain the rubric if this h...
Make sure the assignment and rubric are in online, eCompanion and Hybrid class. <br />Work with OIRA and SPL to implement ...
Inter-rater reliability<br />Extent to which two or more individuals (coders or raters) agree. <br />Addresses the consist...
Determine if a PLO is introduced, developed or mastered in the course.<br />Check with lead faculty about signature assign...
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National university assessment process

Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - National university assessment process

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