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Making the Connection between Assessment and Learning More Intentional

Making the Connection between Assessment and Learning More Intentional. Carol Rovello , Director of Employee & Organization Development Sherian Howard , CAD Technology Chair Asheville-Buncombe Technical Community College. Welcome. Today’s Agenda: Overview of A-B Tech’s AFL Project

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Making the Connection between Assessment and Learning More Intentional

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  1. Making the Connection betweenAssessment and LearningMore Intentional Carol Rovello, Director of Employee & Organization Development Sherian Howard, CAD Technology Chair Asheville-Buncombe Technical Community College

  2. Welcome Today’s Agenda: • Overview of A-B Tech’s AFL Project • A-B Tech’s Assessment Model • Summary and Future Plans • Final Questions

  3. AFL Project Overview • Project Objectives • Participant Objectives • Our Team • Our Approach

  4. Assessment Flow Chart

  5. 1. Conduct the Occupational Analysis • Develop the occupational definition • Brief summary of the position • Tells who, what, how, and why • Confirm and prioritize the primary duties • A duty is a general area of competence that successful workers in the occupation must demonstrate or perform on an ongoing basis. • A duty must have at least two tasks.

  6. 1. Conduct the Occupational Analysis • Confirm the primary tasks • A task is a work activity that has a definite beginning and ending, is observable, consists of two or more definite steps, and leads to a product, service, or decision. • Frequency • Criticality • New employee

  7. 1. Conduct the Occupational Analysis • Review the knowledge, skills, and traits needed to perform the job successfully and suggest changes, additions, deletions • Knowledge is an understanding of and/or familiarity with facts and information. • A skill is the ability to perform occupational tasks with a high degree of proficiency. • A trait is an innate ability or distinguishing quality that allows an individual to complete a job.

  8. 2. Develop Program Competencies • Broad areas of student learning that correspond to the occupation’s knowledge and skill requirements • Traits are inherent, but instructor should know what they are • To best advise students regarding their suitability for the occupation • To develop learning activities that enhance those traits

  9. 3. Identify Student Learning Outcomes and Determine How Student Learning Will Be Assessed • Learning outcomes and assessment methods should be identified concurrently • Learning outcomes correlate to one or more of the program competencies -identify for new programs -update/enhance for existing programs

  10. 4. Plan Student Learning & Assessment Activities • At this level, assessment is concurrent with teaching and learning • Activities provide… -Information to the student -Information to the instructor so s/he can make course/teaching adjustments

  11. 4. Plan Student Learning & Assessment Activities • Examples include: • Instructor lectures • Audio/visual/technology • Class activities • Lab projects • Assignments • Field trips • Prompts

  12. 5. Utilize Formal Assessment Tools to… • Measure the extent to which the student mastered the knowledge and/or skills • Evaluate the effectiveness of the teaching • Evaluate the effectiveness of the course

  13. 5. Utilize Formal Assessment Tools • Assessment tools that we explored • Grading rubric – scoring guide for written work, performance, or presentation • Written tests, i.e. multiple choice – demonstrate knowledge • Performance tests – demonstrate skill(s) • Interpretive exercise – apply knowledge to new situation • Reflective writing – students think and write about what they have learned and how they will use this information

  14. 5. Utilize Formal Assessment Tools • If overall assessment results are poor for a particular topic, examine the… - assessment tools - teaching delivery - activities

  15. 6. Evaluate the Effectiveness of the Program • Consolidate and Compare assessment results for all courses • Review capstone course outcomes and student portfolios

  16. 6. Evaluate the Effectiveness of the Program (continued) • Compare results with program competencies • Re-evaluate program competencies and adjust as needed • Advisory committee input • Occupational analysis

  17. 6. Evaluate the Effectiveness of the Program • Use assessment results to make course and program improvements. • An intentional process

  18. Summary and Future Plans • What we have learned • Next steps • How we will share this information • Questions?

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