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Criterion 3/4

Criterion 3/4. “Can the program demonstrate the level to which students have attained the anticipated student outcomes?” Focus is on: the assessment of the program, not of individual students. Criterion 3/4. the cumulative learning of students, not the assessment of individual courses

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Criterion 3/4

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  1. Criterion 3/4 “Can the program demonstrate the level to which students have attained the anticipated student outcomes?” Focus is on: • the assessment of the program, not of individual students National CE Department Heads Conference

  2. Criterion 3/4 • the cumulative learning of students, not the assessment of individual courses • continuous improvement based on information for decision making, not just data collection National CE Department Heads Conference

  3. Criterion 3/4 Program DOES NOT: • have to collect data on every student in every course • need more than one data point for each student • have to assess every outcome every year National CE Department Heads Conference

  4. Criterion 3/4 An effective CQI process contains: • a continuous timeline of activities • defined performance indicators for each student outcome National CE Department Heads Conference

  5. Criterion 3/4 • systematic data collection that focuses on summative performance related to the indicators • summative results arriving at a single data point for each performance indicator for each student National CE Department Heads Conference

  6. Criterion 3/4 • data which enables faculty to identify student strengths and weaknesses related to the outcomes • an evaluation process that focuses on improvements in areas of student weakness National CE Department Heads Conference

  7. Criterion 3/4 Possible questions/requests from the PEV: 1. What is your data collection and evaluation timeline? 2. How do you define your outcomes so that the faculty is assessing them consistently across the program? National CE Department Heads Conference

  8. Criterion 3/4 3. Where do you collect the data that is evidence of the summative learning of students? 4. Describe how the data being presented were collected. National CE Department Heads Conference

  9. Criterion 3/4 5. “I see that X% of your students have attained outcome Y. What were the strengths and weaknesses of their performance?” 6. Describe how the proposed actions improved student learning, or National CE Department Heads Conference

  10. Criterion 3/4 are anticipated to improve student learning, related to the weaknesses that were identified? National CE Department Heads Conference

  11. Quiz A program assessment process for student outcomes consists of collecting data on the level of demonstrated abilities relative to appropriate performance indicators and assessment rubrics in multiple courses, including both lower division and upper division courses. National CE Department Heads Conference

  12. Quiz For each outcome, the evaluation of the level of attainment consists of averaging the results of attainment in separate courses and comparing the average to a pre-established target level, and actions to improve the program are based on how well the target levels are being attained for the program. National CE Department Heads Conference

  13. Quiz What is your finding as a PEV for this program, based on this observation? • There is no shortcoming. • There is a shortcoming for Criterion 3. • There is a shortcoming for Criterion 4. • There is a Deficiency. • There is a Weakness or a Concern. National CE Department Heads Conference

  14. Quiz PEV Refresher Training answer: • There is a shortcoming for Criterion 4. • There is a Weakness or a Concern. Conclusion: The bar has apparently been raised! National CE Department Heads Conference

  15. Questions for Discussion Why did ABET go back to the a-k outcomes (requiring exact language) vs. allowing programs to customize their own program outcomes and show the link to the ABET outcomes? National CE Department Heads Conference

  16. Questions for Discussion In assessing the achievement of program outcomes, how much evidence is enough? For example, is it enough to have data from a couple of exam questions (or homework sets) from each of two courses that address a given outcome? National CE Department Heads Conference

  17. Questions for Discussion If two questions (or two courses) aren’t enough, how much is? What if exam questions are poor? National CE Department Heads Conference

  18. Questions for Discussion What is the optimum frequency of assessing a-k? To complete the cycle every year to two will only lead to assessment fatigue, even for larger programs. National CE Department Heads Conference

  19. Questions for Discussion And, in which case, wouldn’t the assessment become a book-keeping exercise as opposed to a well thought out process designed to promote excellence? National CE Department Heads Conference

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