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ASSESSMENT

ASSESSMENT. WHAT IS ACADEMIC ASSESSMENT ?. THE SYSTEMATIC COLLECTION, REVIEW, AND USE OF INFORMATION ABOUT ACADEMIC PROGRAMS IN ORDER TO IMPROVE STUDENT LEARNING. Source: Catherine Palomba Ball State University. WHAT IS ACADEMIC ASSESSMENT ?.

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ASSESSMENT

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  1. ASSESSMENT

  2. WHAT IS ACADEMIC ASSESSMENT ? • THE SYSTEMATIC COLLECTION, REVIEW, AND USE OF INFORMATION ABOUT ACADEMIC PROGRAMS IN ORDER TO IMPROVE STUDENT LEARNING Source: Catherine Palomba Ball State University

  3. WHAT IS ACADEMIC ASSESSMENT ? • THE APPLICATION OF MANAGERIAL AND EDUCATIONAL CONCEPTS TO THE DESIGN, ANALYSIS, AND IMPROVEMENT OF CURRICULUM DEVELOPMENT AND LEARNING PROCESSES.

  4. EVOLUTION OF ASSESSMENT • PRIVATE COLLEGES • PUBLIC UNIVERSITIES • REGIONAL & PROFESSIONAL ACCREDITATION AGENCIES • STATE LEGISLATURES AND BOARDS OF EDUCATION

  5. PRIVATE COLLEGES • MAJOR PROBLEM • THEY WERE BEING SQUEEZED OUT OF THE UNDERGRADUATE MARKET AND WERE GOING BROKE • THEIR BOARDS, MADE UP MAINLY OF BUSINESS AND INDUSTRY LEADERS, DEMANDED PROMPT AND POSITIVE RESULTS

  6. PRIVATE COLLEGES • CONCLUSIONS • UNDERGRADUATE EDUCATION IS AN ACADEMIC AND A SOCIALIZATION PROCESS • HAD TO SHOW PROOF OF ADDITIONAL VALUE ADDED IN ORDER TO WARRANT TUITION RATES 4-5 TIMES STATE UNIVERSITY RATES

  7. PRIVATE COLLEGES • CONCLUSIONS • THEY WERE IN THE KNOWLEDGE BUSINESS; NOT THE RESEARCH, TEACHING, AND SERVICE BUSINESS • THEIR FOCUS SHOULD BE ON THE UNDERSTANDING/ORGANIZATION/ STRUCTURING AND DISSEMINATION PARTS OF THE KNOWLEDGE MODEL OF HIGHER EDUCATION

  8. PRIVATE COLLEGES • SOLUTIONS • EMPLOYED ABILITY BASED LEARNING • STUDENTS SHOULD BE ABLE TO DO SOMETHING WITH WHAT THEY KNOW (Handout 1) • REVISED CURRICULUM DESIGN • CHANGED FROM “MY COURSE MUST BE IN THE PROGRAM BECAUSE IT IS WONDERFUL AND OUR DEPARTMENT NEEDS THE ENROLLMENT”

  9. PRIVATE COLLEGES • SOLUTIONS • REVISE CURRICULUM DESIGN • TO A PROCESS THAT INVOLVED • AN ANALYSIS AND DETERMINATION OF THE KNOWLEDGE SETS, SKILLS, AND VALUES (KSVs) NEED TO BE A SOCIALLY AND ECONOMICALLY VIABLE GRADUATE • DEVELOPMENT OF THE LEARNING OUTCOMES REQUIRED TO ACCOMPLISH THE KSVs • ORGANIZATION OF KSVs AND ASSOCIATED LEARNING OBJECTIVES INTO COURSE OR MODULE UNITS

  10. PRIVATE COLLEGES • SOLUTIONS • CHANGED MISSION STATEMENTS AND REWARD SYSTEMS TO REFLECT EMPHASIS ON ORGANIZING AND DISSEMINATION OF KNOWLEDGE • UTILIZED BOYER’S IDEAS ABOUT SCHOLARSHIP

  11. PRIVATE COLLEGES • SOLUTIONS • ADAPTED AND USED BUSINESS MANAGEMENT CONCEPTS/METHODS • FUNCTIONS OF MANAGEMENT • SYSTEMS THEORY • CONTINUOUS IMPROVEMENT

  12. MANAGEMENT CONCEPTS • MANAGEMENT FUNCTIONS • SYSTEMS THEORY • CONTINUOUS IMPROVEMENT

  13. MANAGEMENT FUNCTIONS PLANNING CONTROLLING ORGANIZING DIRECTING

  14. PLANNING • EXTERNAL & INTERNAL ANALYSIS • MISSION & VISION • GOALS, OBJECTIVES & STRATEGIES • DEVELOP ACTION PLANS • ALLOCATION OF RESOURCES TO PLANS

  15. ORGANIZING • STRUCTURE • FUNCTION • GEOGRAPHIC • PRODUCT • CUSTOMER • MATRIX • STAFFING

  16. DIRECTING • ADMINISTRATIVE & LEADERSHIP SKILLS • COMMUNICATION • MOTIVATION • GROUPS • CHANGE

  17. CONTROLLING • ESTABLISH STANDARDS • MEASURE PERFORMANCE • COMPARE PERFORMANCE AGAINST STANDARDS • DETERMINE AND APPLY PROPER CORRECTIVE ACTION

  18. MANAGEMENT FUNCTIONS PLANNING 1.Establish Standards 2. Measure Performance 3. Compare Performance To Standards 4. Take Corrective Actions ORGANIZING DIRECTING

  19. SYSTEMS THEORY A SYSTEM IS DEFINED AS A GROUP OF OBJECTS THAT ARE INTERRELATED AND INTERDEPENDENT WITH EACH OTHER AND THEIR ENVIRONMENT SO AS TO FORM A WHOLE.

  20. SYSTEMS THEORY 1. OBJECTS/PARTS AND THEIR ATTRIBUTES 2. INTERRELATIONSHIPS/INTERDEPENDENCIES 3. BOUNDARIES 4. GOAL SEEKING 5. TRANSFORMATION PROCESS - INPUTS & OUTPUTS 6. SYNERGISM/GESTALT 7. HIERARCHY OF SUBSYSTEMS 8. REGULATION 9. ENTROPY/DISORDER

  21. FUNCTIONS OF MANAGEMENT - SYSTEMS PERSPECTIVE INTERNAL ANALYSIS LONG RUN PLANS - - - - - - - - - - - SHORT RANGE PLANS MISSION VISION GOALS OBJECTIVES STRATEGIES COMMITMENT OF RESOURCES IMPLEMENT ACTION PLANS EXTERNAL ANALYSIS STANDARDS, MEASUREMENT & CORRECTIVE ACTION E

  22. CONTINUOUS IMPROVEMENT • PART OF THE QUALITY MOVEMENT • ANY PROCESS CAN BE IMPROVED • KEY METHOD TO REMAIN COMPETITIVE IN TODAY’S CHANGING BUSINESS WORLD • PROCESS REENGINEERING IS NEEDED WHEN INCREMENTAL IMPROVEMENT IS NOT SUFFICIENT

  23. PUBLIC UNIVERSITIES • LAND-GRANT CONCEPT • EMERGENCE OF STATE RESEARCH UNIVERSITIES • QUESTIONS ABOUT CURRICULUM & UNDERGRADUATE EDUCATION (Handouts 2 & 3) • ACCOUNTABILITY MOVEMENT

  24. PROFESSIONAL ACCREDITING AGENCIES • AACSB • MISSION DRIVEN STANDARDS • ONE OF THE FIRST TO REQUIRE LEARNING OUTCOMES AND ASSESSMENT • MUST HAVE PROCESSES IN PLACE TO ASSURE HIGH QUALITY AND CONTINUOUS IMPROVEMENT

  25. REGIONAL ACCREDITING AGENCIES • SACS (Handout 4) • ESTABLISH CLEARLY DEFINED INSTITUTIONAL PURPOSE • FORMULATE EDUCATIONAL GOALS • EVALUATE ACHIEVEMENT OF GOALS • USE RESULTS TO IMPROVE PROGRAMS • MEASURES TO EVALUATE PROGRAMS AND GENERAL EDUCATION

  26. STATE LEGISLATURES AND STATE BOARDS OF CONTROL • LEGISLATURE • HOT BUTTONS - ACCESS, AFFORDABILITY & ACCOUNTABILITY • MORE THAN 40 STATES REQUIRE ASSESSMENT • PASS LAWS THAT REQUIRE STATE HIGHER ED INSTITUTIONS TO TAKE SPECIFIC ACTIONS - SB 148 • THECB (Handout 5) • EACH INSTITUTION MUST REVIEW AND EVALUATE ITS CORE CURRICULUM AND REPORT THE RESULTS TO THECB

  27. WHY DO WE HAVE TO DO IT? • LEGISLATURE • TOLD US TWO TIMES - THEN PASSED A LAW • THECB • IMPLEMENTED THE LAW (SB148) BY REQUIRING EACH INSTITUTION TO REVIEW AND EVALUATE ITS CORE CURRICULUM AND REPORT THE RESULTS • SACS • REQUIRES A PROCESS FOR ASSESSMENT AND CONTINUOUS IMPROVEMENT OF PROGRAMS AND GENERAL ED CORE

  28. WHY SHOULD WE DO IT? • HELPS US CLARIFY OUR GOALS FOR THE CORE • SHIFTS OUR THINKING FROM INPUTS TO PROCESSES AND OUTPUTS • A PROVEN TOOL TO HELP US IMPROVE THE CORE AND THE LEARNING ENVIRONMENT

  29. GENERAL EDUCATION CORE UNT’S PLAN FOR ASSESSMENT AND CONTINUOUS IMPROVEMENT

  30. WHAT IS EXPECTED OF US ? AS THE STEERING COMMITTEE, WE ARE RESPONSIBLE FOR: 1. DESIGNING AN ASSESSMENT AND CONTINUOUS IMPROVEMENT PROCESS FOR THE UNIVERSITY’S GENERAL EDUCATION CORE, 2. DEVELOPING A PLAN FOR IMPLEMENTING THE PROCESS, AND 3. IMPLEMENTING THE PLAN AND MONITORING THE PERFORMANCE OF THE A&CI PROCESS.

  31. DEVELOPING A PLAN • WHAT NEEDS TO BE DONE ? • HOW WILL WE DO IT ? • WHO WILL DO IT ? • WHEN WILL IT BE DONE ? A good place to start is with the answers to the following:

  32. DEVELOPMENT OF OUR A&CI PROCESS AND PLAN • WHAT ARE WE GOING TO ASSESS ? • HOW ARE WE GOING TO CONDUCT ASSESSMENT - WHAT TOOLS OR METHODS WILL WE USE ? • WHO IS GOING TO DO THE ASSESSMENT ?

  33. DEVELOPMENT OF OUR A&CI PROCESS AND PLAN • WHEN AND HOW MUCH ? • HOW WILL THE RESULTS BE USED TO IMPROVE THE CORE CURRICULUM ? • WHO IS GOING TO PREPARE THE REPORTS FOR THECB AND SACS ?

  34. DEVELOPMENT OF OUR A&CI PROCESS AND PLAN • WHAT KIND OF DOCUMENTATION WILL WE NEED ? • PROCESS ITSELF • RESULTS OF THE PROCESS • EVIDENCE TO PROVE THAT THE ASSESSMENT RESULTS ARE USED BY CURRICULUM PLANNING OR OTHER PROCESSES TO IMPROVE THE CORE

  35. CURRICULUM PROCESS INTERNAL ANALYSIS - - - - - - - - - - - LEARNING OBJECTIVES MISSION GEN ED CORE GOALS OBJECTIVES STRATEGIES COMMITMENT OF RESOURCES IMPLEMENT GEN ED CORE GEN ED CORE CURRICULUM EXTERNAL ANALYSIS STANDARDS, MEASUREMENT, ANALYSIS AND CORRECTIVE ACTION E

  36. ASSESSMENT TOOLS • SURVEYS • TESTS • PORTFOLIOS • INSTITUTIONAL DATA • CAPSTONE COURSE PROJECTS • CLASSROOM ASSESSMENT • CURRICULUM REVIEW Source: Catherine Palomba Ball State University

  37. SURVEYS • ADVANTAGES • COVER MANY DIFFERENT TYPES OF INFORMATION AND GROUPS • SOMETIMES ENABLE NATIONAL COMPARISONS • DISADVANTAGES • TAKE TIME TO DESIGN • RESPONDENTS MAY NOT BE REPRESENTATIVE Source: Catherine Palomba Ball State University

  38. TESTS • ADVANTAGES • PROVIDES INFORMATION ABOUT COGNITIVE OUTCOMES • CAN COVER A WIDE RANGE OF CONTENT • CAN ASSESS A LARGE GROUP • GOOD FOR LONGITUDINAL DATA • GOOD FOR BEFORE AND AFTER MEASURES • NATIONAL EXAMS ARE AVAILABLE Source: Catherine Palomba Ball State University

  39. TESTS • DISADVANTAGES • NATIONAL EXAMS • MAY NOT MATCH CURRICULUM • ARE USUALLY EXPENSIVE • LOCALLY DEVELOPED EXAMS • CAN BE TIME CONSUMING TO DEVELOP • MAY BE DIFFICULT TO GET CONSENSUS • LACK OF EXTERNAL NORMS Source: Catherine Palomba Ball State University

  40. PORTFOLIOS A collection of student work generated over time • ADVANTAGES • CAN BE INTEGRATED WITH COURSEWORK • PROVIDES INFORMATION OVER TIME • DISADVANTAGES • RAISE MANY PRACTICAL QUESTIONS • CAN BE DIFFICULT TO EVALUATE Source: Catherine Palomba Ball State University

  41. INSTITUTIONAL DATA • ADVANTAGES • AVAILABILITY • MAY ALREADY BE IN A DATABASE • DISADVANTAGES • MAY NOT MATCH CURRICULUM • MAY BE TIME CONSUMING AND EXPENSIVE TO ANALYZE Source: Catherine Palomba Ball State University

  42. CAPSTONE COURSE • ADVANTAGES • PROVIDES A TIME AND PLACE TO UNDERTAKE ASSESSMENT • DISADVANTAGES • IS NOT ASSESSMENT BY ITSELF • NEEDS TO BE PART OF AN OVERALL PLAN Source: Catherine Palomba Ball State University

  43. CLASSROOM ASSESSMENT • ADVANTAGE • A LOT OF GOOD DATA • DISADVANTAGE • HARD TO USE THE DATA Use of small-scale assessment techniques conducted by teachers to determine what students are learning in particular classes Source: Catherine Palomba Ball State University

  44. CURRICULUM REVIEW • ADVANTAGES • COMPARES COURSE LEARNING OBJECTIVES TO PROGRAM OBJECTIVES • EVALUATES THE WHOLE PROGRAM, NOT JUST THE PARTS • DISADVANTAGES • TAKES A LOT OF TIME • POLITICALLY CHARGED Source: Catherine Palomba Ball State University

  45. ASSESSMENT TOOLS( ) Also See SACS Handout • SURVEYS • TESTS • PORTFOLIOS • INSTITUTIONAL DATA • CAPSTONE COURSE PROJECTS • CLASSROOM ASSESSMENT • CURRICULUM REVIEW Source: Catherine Palomba Ball State University

  46. OUR A&CI PROCESS AND PLAN MUST: • MEET ALL THE THECB REQUIREMENTS • BE DESIGNED TO ALSO ACCOMPLISH SACS REQUIREMENTS • MEET OUR OWN NEEDS FOR A PROCESS THAT WILL ASSURE EXCELLENCE OF UNT’S GENERAL EDUCATION CORE

  47. THECB REQUIREMENTS ( ) SEE THECB HANDOUTS 5 & 6 • Extent to which the [institution’s core] curriculum is consistent with the elements of the core curriculum recommended by the Board; • Extent to which the [institution’s core] curriculum is consistent with the “Texas Common Course Numbering System”;

  48. THECB REQUIREMENTS • Extent to which the curriculum is consistent with the elements of the core curriculum component areas, intellectual competencies, and perspectives as expressed in “Core Curriculum: Assumptions and Defining Characteristics” adopted by the Board; and

  49. THECB REQUIREMENTS • Extent to which the institution’s [core curriculum] educational goals and the exemplary educational objectives of the core curriculum recommended by the Board are being achieved.

  50. THECB REPORT REQUIRES( ) SEE THECB HANDOUTS • A table that compares the institution’s core curriculum with the core component areas and exemplary educational objectives of the core curriculum recommended by the Board; • A brief description of the purpose and substance of the institution’s core curriculum;

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