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Programming Assessment

Programming Assessment. Why Do We Assess?!?. Because Paul said so?!?. Components to Programming Assessment. Define your goal Define your learning outcomes Pick an assessment that makes the most sense for your goal and learning outcomes. Goal.

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Programming Assessment

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  1. Programming Assessment

  2. Why Do We Assess?!? Because Paul said so?!?

  3. Components to Programming Assessment • Define your goal • Define your learning outcomes • Pick an assessment that makes the most sense for your goal and learning outcomes.

  4. Goal • A goal is the overall accomplishment of your program.

  5. SMART Goals • S: Specific • M:Measureable • A: Assignable • R: Realistic • T: Time-based

  6. Learning Outcomes vs. Program Outcomes • Difference? • Program Outcomes • Example: The undergraduate research office will increase support for student attendance at regional, national, and international conferences. • Learning Outcomes • Example: Students will be able to demonstrate effective communication skills as a result of participating in the Leadership Program. • What do you think we use in housing?

  7. ABCD Structure of Learning Outcomes • A: Audience (Who): Who does the outcome pertain to? • B: Behavior (What): What do you expect the audience to know/be able to do? • C: Condition (How): Under what conditions or circumstances will the learning occur? • D: Degree (How much): How much will be accomplished, how well will the behavior need to be performed, and to what level?

  8. Examples • Students who attend the study skills program will state the importance of planning their studyingin order to plan and not cram. • Studentswho attend the time management programwill articulate 3 ways to keep their classroom/co-curricular activities organized such as calendar/alarm, use of technology, and to-do listsin order to be academically successful.

  9. The 3 Ms • When writing outcomes check the 3 Ms • M #1: Meaningful: How does the outcome support the goal? • M #2: Manageable: What is needed in order to achieve the outcome and is it realistic to achieve? • M #3: Measureable: How will you know if the outcome is achieved? What assessment method will you use?

  10. Bloom’s Taxonomy • 6 Main outcomes: • Comprehension • Action verbs: Match, restate, explain, summarize • Application • Action verbs: prepare, produce, choose • Analysis • Action verbs: compare, analyze, survey

  11. Cont… • Synthesis • Action verbs: compose, design, construct • Evaluation • Action verbs: judge, relate, criticize • Knowledge • Action verbs: describe, memorize, identify

  12. Bloom’s Taxonomy Wheel

  13. Assessment • Quantitative • Focuses on #’s • Qualitative • Focuses on texts and narratives • Examples

  14. Types of Assessment • Direct: looking at actual data/student answers • Pre and Post test • Multiple Choice • Fill in the blank • Embedded/On the Spot questions • Others? • Indirect: opinions or thoughts • Surveys • 3 types of surveys • Others?

  15. Time to Practice! • Groups of 6-7 • Planning an inclusion program: You pick inclusion topic! • Develop a goal, 3 learning outcomes, and your method of assessment.

  16. Questions?

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