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Embry-Riddle Aeronautical University

Embry-Riddle Aeronautical University. Tailoring Assessments for Your Program. Kelly George, August 2006. Introduction. Purpose Develop a set of goals and learning objectives for Economics Program Determine current assessments in use Identify gaps in courses Assessments

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Embry-Riddle Aeronautical University

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  1. Embry-Riddle Aeronautical University Tailoring Assessments for Your Program Kelly George, August 2006

  2. Introduction • Purpose • Develop a set of goals and learning objectives for Economics Program • Determine current assessments in use • Identify gaps in courses • Assessments • Learning Objectives • Revise courses as appropriate • My Inspiration • Outgrowth of a presentation at an Economics teaching conference by the Provost of Robert Morris University

  3. Definitions • Program Goals • Broad program outcomes • Do not focus on specific teaching practices • Student Learning Objectives (SLOs) • SLOs are more specific than Program Goals • Refer to specific learning topics for courses • Can be traced or ‘mapped’ to Program Goals • Should be easily measured via graded deliverables • Assessment • Process by which student and faculty contribute to achievement of Program Goals • Observable, recordable and comparable • Provide information about student achievement of any goal • Can identify gaps in curricula

  4. ERAU Expectations of graduates • University sets six cardinal expectations and requires competence in all • Source of these expectations are from Gen Ed circulated in the Arts and Letters Department • Listed and denoted as U1, U2, U3….

  5. Kelly’s Perfect World – Economics Program • Penned a Mission Statement for the Program • Developed Program Goals for Economics Program, denoted M1, M2, M3… • Each Program Goal is mapped to a University Expectation (in parenthesis after defined Program Goal) • Related Assessment for each Program Goal delineated • Assessments in Italics are possible or suggested. Currently not in use

  6. Student Learning Objectives (SLOs) • Penned specific Student Learning Objective for completion of the Economics Program • Each SLO is mapped to one or more Program Goal (in parenthesis after each SLO) • M1 & M7 are not mapped because they are faculty focused • Curriculum Grid details SLOs that course will cover • SLOs and curriculum grid can be revised as Program evolves • Addition/Deletion of a course • Add/Delete course curricula to accommodate revised SLOs

  7. Next step in Mapping: Course Outline • Each course has a course outline developed by the course mentor • Course outline details learning outcomes for that course • Learning outcomes can (and are) mapped to the SLOs (in parenthesis after each learning outcome) • Course outline details the grading system for the course • Reflects the assessments of each SLO

  8. Sample Syllabus • Each instructor’s syllabus must agree with the Course Outline and would incorporate mapping while allowing academic freedom • Each module addresses Learning Outcomes • Each Learning Outcome is assessed multiple ways and times • Discussion Questions • Test Questions • Weekly homework problems • Papers • I also use Bloom’s taxonomy in my assessments

  9. Rubrics • Developed rubrics for required term papers and discussion questions in the course • Lets students know what constitutes an A, B, etc. • Additionally, I added descriptive language in the course syllabus that details what a final grade represents

  10. Results of this Exercise • Identified Learning Gaps • Altered assessments to adequately cover all SLOs • Rubric has helped to increase quality of term papers and written assignments • Weekly assessments give feedback to students and myself of any SLO that is not adequately mastered by student(s) • I can easily see if SLO 3 (a typical sticking point in ECON210) is mastered by my class immediately after the deadline for that module has passed • Instructor can make changes in conduct of class mid-stream based on results of assessments • As an instructor, I am fully aware and working towards the student to successfully achieving University expectations

  11. Proposal / Recommendations • Faculty can immediately utilize this mapping strategy bottom up for course improvements (Syllabus to Learning Outcomes in Course Outline) • Develop rubrics tailored to your course • Faculty can use embedded assessments in courses as a self-evaluator to improve and revise the conduct of class • No “I” in Team • Faculty becomes a residual claimant of the University

  12. Questions?

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