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Assessment

Assessment. Syed A Rizvi Interim Associate Provost for Institutional Effectiveness. Program-level assessment- msche’s expectations. Useful. It helps faculty/staff making decisions to improve programs. Cost-effective. Not a second job for faculty/staff. Keep it Simple.

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Assessment

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  1. Assessment Syed A Rizvi Interim Associate Provost for Institutional Effectiveness

  2. Program-level assessment-msche’s expectations Useful It helps faculty/staff making decisions to improve programs. Cost-effective Not a second job for faculty/staff. Keep it Simple. Reasonably accurate and truthful Planned, systemized, and sustained Should use multiple measures including direct measure(s). Should be well-planned and on-going. Not a one-time show. Syed A Rizvi

  3. Some useful definitions Performance Indicator (PI): Expected outcome that demonstrates the achievement of a goal. A goal may have multiple PI’s. Course objectives may serve as the performance indicators for a program goal. Syed A Rizvi

  4. Some useful definitions (Continued) Goal An understanding of ethical (and professional) responsibility Performance Indicators Demonstrate knowledge of appropriate code of ethics. Evaluate ethical dimensions of business practice (professional practice) of XYZ Corp (e.g. a part of a case study). Syed A Rizvi

  5. Some useful definitions (Continued) Rubrics: They describe the expectations for student performance at each level of achievement of a goal being assessed. Goal Effective Communication skills Syed A Rizvi

  6. Some useful definitions (Continued) Performance Indicator Evidence of the ability to write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve one's own and others' texts. Level of achievement Let’s use four levels: (1) Unsatisfactory, (2) Developing, (3) Meeting expectations, (4) Exceeding expectations. Syed A Rizvi

  7. Some useful definitions (Continued) Performance Indicator A piece of writing that is written clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology; it demonstrates the ability to critique and improve one's own and others' texts. Syed A Rizvi

  8. Rubrics (holistic) Syed A Rizvi

  9. Rubrics (Analytical) Syed A Rizvi

  10. Formative Assessment: Assessment performed while a student is progressing through a course or a program. The purpose of formative assessment is to identify areas that need improvement and provide appropriate feedback to the student. Summative Assessment: Assessment performed at the end of a course or a program to capture the level of achievement of the appropriate goals at the end of the course or the program. Syed A Rizvi

  11. Curriculum Map A curriculum map indicates in which course(s) students are being prepared to achieve a program goal. A curriculum map can be prepared with a varying degree of details. A few examples follow. Syed A Rizvi

  12. Curriculum Map: example i DC: Students are asked to demonstrate competence in the performance indicator PF: Instructor provides feedback on student’s work related to the performance indicator F/S: Indicate whether the assessment in this course is formative or summative Syed A Rizvi

  13. DC: Students are asked to demonstrate competence in the performance indicator Curriculum Map: example iI PF: Instructor provides feedback on student’s work related to the performance indicator Level: Level of coverage of the learning outcome; I: introductory M: intermediate, A: advance. Program level assessment will be undertaken at the advanced level. 13 Syed A Rizvi

  14. Curriculum Map: example iII List program goals with corresponding performance indicators 1. An understanding of ethical (and professional) responsibility a. Demonstrate knowledge of appropriate code of ethics. b. Evaluate ethical dimensions of business practices (professional practice) of XYZ Corp. 14 14 Syed A Rizvi

  15. Assessment methods Assessment can be divided in to two categories: (1) Assessment using direct measures and (2) Assessment using indirect measures. Direct measures involve direct examination or observation of student’s accomplishment of an outcome. In an indirect measure the level of achievement of student learning is established through opinion or self reporting. Syed A Rizvi

  16. Assessment methods (Continued) Some examples of direct measures: Some examples of indirect measures: Exit interviews Locally developed tests Oral exams Observations Performance appraisal Standardized tests Exit interviews (with self assessment) Focus group Surveys Syed A Rizvi

  17. Exercise 3 Each table: Review the assessment methods and identify one possible goal that may be evaluated by each method. One goal can be assessed using more than one assessment methods; however, try not to use the same goal for all assessment methods. Syed A Rizvi

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