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Assessment: Nothing To It, But To Do It

Explore assessment methods and criteria, understand student learning outcomes, and delve into the importance and process of assessment in higher education. Enhance your knowledge to improve student success and program effectiveness in academia.

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Assessment: Nothing To It, But To Do It

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  1. Assessment: Nothing To It, But To Do It Barbara Rusher Department Chair, Humanities QEP Co-Director Central Carolina Community College

  2. Workshop Objectives • Discuss assessment in higher education • Develop course level student learning outcomes • Discuss assessment methods/instruments • Establish success criteria for outcomes • Accept the value of assessment

  3. External Influences • Spellings’ Commission: A Test of Leadership • Called for higher education to be more accountable to public • Regional Accreditation Agency (SACS) • Requires colleges to have an assessment process in place and to document the process

  4. Accountability v. Assessment • Accountability: set student learning outcomes and then prove that students have achieved these • Assessment: set student learning outcomes, gather information about student achievement of these, and then use that information for improvement Dr. Allen DuPont, NC State University

  5. Grading v. Assessment • Grading tells us the extent to which individual students are achieving the learning outcomes • But grading does not tell us much about the strengths and weaknesses of the course • Assessment tells us the strengths and the weaknesses (areas for improvement) of a course Dr. Allen DuPont, NC State University

  6. Student Learning Outcomes • Describe what a student will be able to do • Require the use of higher level thinking skills (as described in Bloom’s Taxonomy) • Result in a product that can be measured and assessed Kate Pluta & Jane Fulks, Bakersfield College

  7. Method of Developing Course Outcomes • Identify desired outcomes • What do we want students to learn? • Determine acceptable evidence of learning • How will we know that they have learned it? • Plan learning experiences and instruction • How will we design the learning environment and process to attain our outcomes? Alison McInnes & Yvette Daniel University of Windsor; Ontario, Canada

  8. Pulling It Together • Establish what is important for students to know and be able to do • Use action verbs in each outcome • Keep course outcomes at a manageable level • Remember there is no “right answer” to assessment

  9. Nothing To It, But To Do It • Divide into Groups • Pick a Course • Identify 1 Student Learning Outcome • Specify an Assessment Method/Instrument • Specify Success Criteria/Standard • Present to Audience

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