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Online assessment management systems :

Biggest Challenges and Best Practices for Effective Implementation Presenters: Dr. Greg Hawkins, Clemson University Ms. Renea Akin, West Kentucky Community and Technical College Dr. Barbara Boothe, Liberty University Dr. Gay Holcomb, Asbury College Moderator:

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Online assessment management systems :

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  1. Biggest Challenges and Best Practices for Effective Implementation Presenters: Dr. Greg Hawkins, Clemson University Ms. Renea Akin, West Kentucky Community and Technical College Dr. Barbara Boothe, Liberty University Dr. Gay Holcomb, Asbury College Moderator: Dr. David K. Knox, Clemson University Online assessment management systems:

  2. Session Overview • Purpose: • Review critical issues and key strategies associated with online assessment management systems. • Build upon theoretical bases by providing specific, relevant case-study examples from four diverse institutions at various stages of online assessment management system implementation. • Format: • Ten-minute presentations by each panelist of best practices and key challenges as experienced at their respective institutions. • Fifteen-minute interactive segment addressing questions from session participants. Welcome

  3. University Characteristics • Size: • 15,000+ Undergrads; 3,700+ Grads • Carnegie “High Research” Institution • Accreditation Timeline • April 2009 Five-Year Interim Report; 2013 Reaccreditation • Online Assessment Management System History: • Prior Approach—Nonstandardized, Paper-Based • Primary Reasons Institution Adopted Online Assessment Management System—MoreStructured Framework, Data Accessibility • Tenure of Online Assessment Management System Use—BeginningFourth Assessment Cycle Case 1: Clemson University

  4. Biggest Challenges • Assessment Motivations and Perceived Value • Optimization of Mandate vs. Local Value • Prior Levels of Assessment Sophistication • Competing (?) Emphases • Improving Assessment Sophistication • Improving System Efficacy Case 1: Clemson University

  5. Best Practices • Continuous /Balanced Training & Support • Tool + Assessment Practices + User / Department Value • Assessment coordinator churn, assessment value and relevance at program level, perpetuation of a common assessment vernacular • System upgrades and improvements, advocacy with system providers on behalf of your constituents Case 1: Clemson University

  6. College Characteristics • Size: 7,000 students • Accreditation Timeline: 2018 • Online Assessment Management System History: • Prior Approach: Tables in Word • Primary Reason to Adopt Online Assessment Management System: Consolidation doubled the numbers • Tenure of Online Assessment Management System Use: Currently in third assessment cycle Case 2: West KY CTC

  7. Biggest Challenges • Over assessment reduces ease of use • System upgrades require ongoing training • Online system impedes “mental map-making” Case 2: West KY CTC

  8. Best Practices • Assessment rubric tailored to the online management system • Shared access across academic programs • Ongoing training Case 2: West KY CTC

  9. University Characteristics • Size: 45,688 • Full-time 25,323 • Part-time 20,365 • Resident Program 11,849 • On-Line Program 33,839 • Accreditation Timeline: 5th Year Interim Report-- • Online Assessment Management System History: • Prior Approach • Primary Reason(s) Institution Adopted Online Assessment Management System • Implementation of the Online Assessment Management System Case 3: Liberty University

  10. Biggest Challenges • Setting It Up For University Wide Assessment, Strategic Planning, and Budget Planning • Training Sessions • Administration Interaction with the Data Case 3: Liberty University

  11. Best Practices • They “Get It” • Hands-on Interactivity At the Lower Levels • Upgrades That Assist in Ease of Use • Upgrades That Meet the Needs of Accreditation Criteria and Strategic Planning Initiatives Case 3: Liberty University

  12. College Characteristics • Size: 1500 (Undergrad, Grad, Adult Completion) • Accreditation Timeline: Class of 2009 • Online Assessment Management System History: • Prior Approach • Primary Reasons Institution Adopted Online Management System • Tenure of Online Assessment Management System Use: currently in our 4th assessment cycle Case 4: Asbury College

  13. Biggest Challenges • Assessment motivation & perceived value • Connecting budgeting to assessment processes • Continued basic education needed. Case 4: Asbury College

  14. Best Practices • Ongoing training sessions • Developed scoring rubrics • Openly publishing assessment ratings Case 4: Asbury College

  15. QUESTIONS

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