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Assessment and the Curriculum

Assessment and the Curriculum. Department Chair Workshop. CIA relationship. How do your students experience the curriculum?. Discrete experiences. Sequenced and outcomes focused. How does learning take place?. Developmental Assessment View of learning over time.

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Assessment and the Curriculum

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  1. Assessment and the Curriculum Department Chair Workshop

  2. CIA relationship

  3. How do your students experience the curriculum?

  4. Discrete experiences

  5. Sequenced and outcomes focused

  6. How does learning take place?

  7. Developmental AssessmentView of learning over time

  8. It all starts with clear expectations for learning Over the course of the major, what do you expect students to learn? • Broad statements about exit behaviors • No more than 5-6 broad outcomes • Define by proficiency/expected level

  9. Identify what assessment milestones and tools to use. Look for existing assessments in program courses that most students take throughout the program. • i.e. introduction to … • Capstone • Research paper • Field based learning project • Internship

  10. Political Science Assessments The Political Science Department uses multiple methods of assessment as outlined below. Student Portfolio In the senior capstone course (84-401) students produce a formal (bound) portfolio of what they consider to be their best work in the major accompanied by reflective statements on their political science career at UWO and on each paper chosen for inclusion in the portfolio.

  11. Political Science Assessments Major Research Paper In the senior capstone course (84-401) students produce and present a major research paper that demonstrates qualitative and/or quantitative research methods and analytical writing abilities (examples of such assignments is appended). Graduating Senior Survey The Political Science Department also uses a graduating senior survey to gain insight about the department’s ability to facilitate student achievement of the learning goals, about what parts of the program worked best for students, and what parts of the program could be strengthened.

  12. Align Which outcome? When/Where? What assessment format?

  13. Political Science alignment

  14. Analysis Process Describe how you will analyze results Department meeting/retreat

  15. Sample process Analysis of Results Feedback Mechanisms The Political Science Department offers two sections of the capstone course each year. Instructors are asked to compile assessment related measures from the portfolio, major paper and presentation, and the major field and internal test. Instructors are also asked to solicit student comments about program and compile anecdotes about students’ post graduate plans. These measures, along with all other assessment measures indicated above, are discussed at an annual faculty retreat each summer. Results are also used for required reporting on assessment and student achievement. Because the Department is small, these discussions can result in immediate curricular actions.

  16. Alignment of Findings

  17. Sample Findings Based on prior discussions of student learning outcomes, the following changes were underway before 2009-2010: offer the senior capstone course (PS401) every semester offer the research methods course (PS245) every semester in a small class size advise students to take PS245 early in career (sophomore year) to increase ability to apply methods related skills to student research The following changes were discussed at the 2009 summer retreat and implemented over the course of 2009-2010: increase upper division offerings during interim to reduce time to degree alternate between American Politics focused faculty and Comparative Politics International Relations focused faculty. increase political theory sub-field offerings design and implement a civil engagement emphasis/minor to improve student achievement of learning goals

  18. What will assessment of learning tell us about the curriculum?

  19. Organization of the Curriculum Sequence-Are courses sequenced in a way to assist students to develop knowledge and skills? Articulation-How are courses related to one another? How does each course build upon or support learning from the previous course? Coherence-Is there a logical consistency of a set of well understood principles throughout the curriculum? Curriculum characteristics

  20. Curriculum Characteristics Rigor-Are students challenged? Are students meeting expectations put forth by the faculty? Integration-Can students incorporate knowledge, behaviors, and attitudes into their own lives? Learning Process-Can you identify areas where students have significant challenges with their learning? Where students are successful?

  21. Assessment Guidelines • Program Goals and Intended Student Learning Outcomes • Assessment Methods/Tools for Learning Outcomes • Analysis of Results Feedback Mechanisms • Interpretation of Assessment Results • Assessment Results Used to Inform Change

  22. Web Resources Provost Webpage http://www.uwosh.edu/provost/assessment

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