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Assessment of Technology at the UW March 15, 2002

Assessment of Technology at the UW March 15, 2002 Nana Lowell, Director Office of Educational Assessment University of Washington. Office of Educational Assessment (OEA). Created in 1973-4 Report to Dean of Undergraduate Education Primarily self-sustaining 22 staff members, 18 FTE.

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Assessment of Technology at the UW March 15, 2002

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  1. Assessment of Technology at the UW March 15, 2002 Nana Lowell, Director Office of Educational Assessment University of Washington

  2. Office of Educational Assessment (OEA) • Created in 1973-4 • Report to Dean of Undergraduate Education • Primarily self-sustaining • 22 staff members, 18 FTE Operations: Research: Testing Test Scoring Course Evaluations Program Evaluation Assessment Research Support

  3. University of Washington (UW) • Urban • R1 institution • 16 schools and colleges • Three campuses: Seattle, Bothell, Tacoma • Enrollment: 25,987 undergraduate 8,428 graduate 1,724 professional 36,139 total

  4. UW Ethnic Breakdown Undergrad Grad Prof Total % African American 678 160 41 879 2 Asian American 5,888 697 332 6,917 19 Hispanic American 935 185 48 1,168 3 Native American 318 74 29 421 1 All Other 18,026 7,300 1,278 26,604 74 Total 35,989 100

  5. Multiple Stakeholders • Students -- accessibility of online resources (administrative, library, learning), dev’t of info/tech skills • Faculty -- accessibility of online teaching resources, technical/pedagogical support • Administration -- instructional program effectiveness, allocation of resources • State -- instructional program effectiveness, allocation of resources

  6. Multiple Actors • Student Technology Fee Committee • Faculty Council on Instructional Quality • The Libraries • Program for Educational Transformation Through Technology • Ed Tech Development Group • Student Access and Computing Group

  7. Role of OEA • Supplement assessment capabilities of other constituencies • Facilitate communication, coordinate assessment efforts • Initiate and carry out collaborative assessment at multiple levels

  8. Recent Assessment of Tech at UW Very Specific • Evaluation of individual classes • General Access Computing Labs surveys (periodic) Broader • UWired, PETTT initiatives • Student Technology Fee survey (Sp 02) • Faculty Survey on Instructional Technology (Wi 01) • Library User Surveys (triennial) of students and faculty Very Broad • Assessment surveys (biennial) of current students and grads • UW Study of Undergraduate Learning (UW SOUL) • Statewide assessment of post-secondary learning outcomes

  9. Variety of Types/Sources of Data • Questionnaires, both hardcopy and online, with closed and open-ended questions • Interviews • Focus groups • Student portfolios • Student records, esp. grades, gpa, retention

  10. Basic Assumptions Thepurposeof educational assessment in the broadest senseis to provide information to enable the improvement of teaching and learning. In be effective, the assessment approach taken (general strategy,research design, instrumentation, analysis and reporting) must fitthe institutional context and information needs of the stakeholders. The more specific the focus the simpler the assessment approach.Broad studies require multiple measures and multiple types ofmeasures over time -- outcomes are generally complex and abstract. Can develop from simple to complex or vice versa. Start from where you are.

  11. Information/Tech Literacy Example Goal: to build an integrated assessment process from individual courses through institution level outcomes Current state of affairs: working with individuals and groups on separate projects • Classroom assessment of student learning (tests) • Student and graduate self-ratings of ability (surveys) • Student reflections on their learning (interviews) • Assessment of student portfolios (rubrics) Next step: integrate info/tech literacy in A&S curriculum

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