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Creating a Culture of Assessment

Creating a Culture of Assessment . Arkansas State University – Jonesboro Institutional Priority “Develop a culture of learning to enhance institutional outcomes”. History of Assessment of Higher Education.

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Creating a Culture of Assessment

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  1. Creating a Culture of Assessment Arkansas State University – Jonesboro Institutional Priority “Develop a culture of learning to enhance institutional outcomes”

  2. History of Assessment of Higher Education • National Commission on the Future of Higher Education- 2005 call to improve access, affordability, accountability, and quality • Governor Beebe – double college degree production by 2025

  3. Good Professors: Then and Now • Know it all • Teach the motivated • Extend the scepter • Have their reasons • Know it when see it • Profess knowledge for the sake of knowledge • Earned the right to teach via a rite of passage (mentor, research, financial sacrifice) • Can explain it all • Motivate the flaccid • Receive high rankings • Explain their reasons • Follow the rubric • Produce products who function well in a global economy and technical society • Must provide education that is cheaper, faster, and more accessible Teacher Credentials Student Learning

  4. Assessment Cycle

  5. Prompts for Articulating Learning Outcomes of a Degree Program

  6. Best Practice or Waste of Time? • Faculty-driven • Mission-driven • Realistic • Embedded • Ongoing • Enhanced by Scholarly Research • Implemented for Improvement • Administration-driven • Fad-driven • Idealistic • Additional • Episodic • Corrupted by High Stakes • Tolerated for Accountability PEDAGOGY PAPERWORK

  7. What are the priorities? • Use of Data • Submit syllabi with general education or major-field goals listed along with specific SLOs for your course to hlcrepository@astate.edu • Assist with program-level assessment • Degree Programs • Find out what the degree-program level goals and student learning outcomes are for the degree programs you advise • Connect SLOs from your course to these goals

  8. Personal Applications • Ask your Department Chair for a copy of the program goals and learning outcomes for your degree-program. • Include relevant goals on your syllabus • Contribute to Program-Level Assessment • Identify non-negotiables • If general education, connect with GEC liaision • Embedded assessment • Pre-post testing • Major Field Testing • Reflective Writing/Portfolios • Evidence-based practices for reading/writing

  9. THE ABCD Model • A = Audience (specify the learner) • B = Behavior (specify the measurable student behavior) • C = Condition or Circumstance (specify the situation within which the expected behavior must occur e.g. (e.g., in an oral presentation, in a written report, on a written quiz, with a prototype model, with a CAD drawing) • D = Degree (or Criterion) (specify the minimum acceptable performance standard in terms of quality, quantity or time ) • http://www.umuc.edu/mdfaconline/Presentations/ABCDmodel.doc

  10. Assessment – Office ofStudent Learning Outcomes Dr. Josie Welsh - Director jwelsh@astate.edu 972-2989

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