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Open Pathways: Testing the Degree Profile Activity 2

Open Pathways: Testing the Degree Profile Activity 2. Marshall University March 26 – May 16, 2012. Activity 2 (in a nutshell). Step 1: Complete a table showing your revised assessment plan.

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Open Pathways: Testing the Degree Profile Activity 2

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  1. Open Pathways:Testing the Degree ProfileActivity 2 Marshall University March 26 – May 16, 2012

  2. Activity 2(in a nutshell) Step 1: Complete a table showing your revised assessment plan. Step 2: Respond to two questions regarding the alignment between your program’s learning outcomes and the Degree Profile’s Areas of Learning. Step 3:Develop assessment rubrics for two of your program’s learning outcomes. At the conclusion of this workshop, participants will • Evaluate/revise measurable student learning outcomes at the program level. • Determine whether or not these outcomes can be assessed in students’ capstone or culminating experiences. • Map these outcomes to three to five courses in the program where they are practiced and measured prior to final assessment in the capstone or culminating experience. • Map course to program to Degree Profile outcomes for the three to five pre-capstone/culminating experience courses chosen. • Evaluate course and program outcomes based on mapping. • Make changes as needed.

  3. Activity 2: Step 1 • Complete a revised assessment plan (include all of your program’s learning outcomes). • Column 1: List your program’s initial learning outcomes. • Column 2: List your program’s revised learning outcomes. • Column 3: For each program learning outcomes, list the Degree Profile’s Areas of Learning and the Degree Profile’s outcomes to which your program’s outcomes align. • Column 4: Explain why you did or did not modify your program’s learning outcomes based on your analysis of their alignment with the Degree Profile’s areas of learning and learning outcomes. • Column 5: List the course/s and assessment/s you will use for a minimum of two assessment points (pre-culminating experience and culminating experience). • Column 6: List the standards/benchmarks for each assessment point.

  4. Activity 2: Step 2 • Respond to the following prompts: • Check all of the Degree Profile Areas of Learning to which none of your program’s learning outcomes align. • We will provide a pull-down menu for this purpose. • Give reasons for not including checked Degree Profile Areas of Learning in your program’s learning outcomes. • State any Areas of Learning that your program’s learning outcomes address that are not currently part of the Degree Profile. • Explain why you think the above Areas of Learning are important for students in your program.

  5. Activity II: Step 3 • Develop rubrics for two program learning outcomes. • Specify important traits associated with your program’s learning outcome (goal). • Choose a rating scale that describes levels of performance (performance levels). • Performance levels should show progression of knowledge and skills as students move from the beginning to the end of your program. • Remember that expected competencies at graduation should apply to all students who graduate from Marshall University, i.e. • “C” students at the undergraduate level • “B” students at the graduate level

  6. Activity 2: Step 3 • Rating Scale (Performance Level) Examples: • Level 1 (Entering), Level 2, Level 3, Level 4 (Professional) • Novice, Developing, Proficient, Accomplished • Limited, Novice, Proficient, Mastery, Advanced • Unacceptable, Needs Improvement, Developing, Proficient, Advanced

  7. Activity 2: Step 3 • Rubric entry demonstration link: • www.marshall.edu/academic-affairs/activity2.aspx

  8. Activity 2: Step 3 • For additional information on rubric development, please access the 2012 Assessment Day Presentation • www.marshall.edu/assessment/assessmentday/FeedbackLoop.aspx • Some programs have developed rubrics. For examples, access the 2011 assessment reports for the programs below at www.marshall.edu/assessment/assessreport_progreviews.htm • College of Business • Geography • Communication Studies • Nursing • Dietetics • Music • College of Education • Graduate School of Education and Professional Development

  9. Resources: Assessment Website • www.marshall.edu/assessment • Entrance to Assessment website • www.marshall.edu/assessment/Resources/AssessmentResources.aspx • Assessment Definitions • Bloom’s Taxonomy of Measurable Verbs • AAC&U Value Rubrics • www.marshall.edu/assessment/GenEdAssessment.aspx • Coming soon – General Education Learning Outcomes (GELO)and Associated Rubrics

  10. Next Steps: Activity 3 August – December 2012 • Use rubrics created for two program learning outcomes to conduct a minimum of four course-embedded assessments for program outcomes (two during a pre-culminating experience course and two during the students’ culminating experience). • Analyze data from these assessments against benchmarks/standards you have set. Identify relative strengths and weaknesses for each outcome at each assessment point. • Based on this analysis, implement changes in your program to improve student learning. • Complete rubrics for the remainder of your program learning outcomes.

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