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Computer Literacy Placement Exam Design and Assessment

Computer Literacy Placement Exam Design and Assessment. Amber M. Epps The Art Institute of P ittsburgh. What is Computer Literacy?. Computer-related terminology Hardware and software basics Basic operating system functionality File management

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Computer Literacy Placement Exam Design and Assessment

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  1. Computer Literacy Placement Exam Design and Assessment Amber M. Epps The Art Institute of Pittsburgh

  2. What is Computer Literacy? • Computer-related terminology • Hardware and software basics • Basic operating system functionality • File management • Using the internet and understanding related issues • Productivity applications

  3. Why Do We Care?

  4. Facts • May or may not be a required course • Students complain! • Faculty complain!

  5. Myths • Students already know “this stuff” • Should be removed from curriculum without a backup plan

  6. Survey Says... • Students don’t always know as much as they think they do • Students need to meet minimum proficiency requirements • School-defined • Industry-defined • Every school is different • Need to continue research

  7. So Now What??

  8. 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.”

  9. Assessment! (cont) • Accreditation often requires computer literacy standards • Not always fun...but important • Evolving work in progress • Don’t expect perfection right away

  10. Where to Begin? • Know your school’s policies • Who 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

  11. Next... • Platform issues: PC vs Mac • Plan... • What’s important? • What do you want to know? • Start with your competencies • What should students know? • Find balance between theory and application • Ask faculty what matters most

  12. Suggestions! • Use a question pool • Check text book instructor resources • Separate competencies by section • Automate as much as possible • Clear rubrics when manual grading required • What is a passing score? • Pilot test with a focus group • Be flexible and aware of changes • Remote testing?

  13. So I’ve Created My Exam...Now What? • What to assess: • Pass/fail rate overall • Pass/fail rate per major • Pre/post test differences • Anything that’s important to YOU and YOUR school

  14. What Does Assessment Tell Us? • Achievement of learning outcomes • Competency proficiencies • Competency deficiencies • Changes to degree requirements?

  15. Let’s Look At Some Real Examples

  16. Pre-Test: Theory*Based on 80% as Passing Score

  17. Test-Out Results*Based on 80% as Passing Score

  18. Questions!! • Why is the pre-test passing rate so low? • Why is the test-out passing rate so high?

  19. Time to share! Feel free to contact me: Amber M. Epps The Art Institute of Pittsburgh 412.291.7398 amepps@aii.edu

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