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Ten Myths (plus 1 more) of Academic Program Assessment

Ten Myths (plus 1 more) of Academic Program Assessment. Bruce H. Livengood, PharmD Mylan School of Pharmacy Duquesne University. http://www.baylor.edu/sacs/index.php?id=25925. Origin of myths. AHD Assessment Hostility Disorder FOF Fear of filing FWT Fear of wasting time.

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Ten Myths (plus 1 more) of Academic Program Assessment

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  1. Ten Myths (plus 1 more) of Academic Program Assessment Bruce H. Livengood, PharmD Mylan School of Pharmacy Duquesne University http://www.baylor.edu/sacs/index.php?id=25925

  2. Origin of myths • AHD • Assessment Hostility Disorder • FOF • Fear of filing • FWT • Fear of wasting time

  3. Assessment is a necessary evil. • Assessment is something we have to do foraccreditation. • Assessment plans try to turn all of us into social scientists.

  4. ASSESSMENT LANGUAGE IS “JIBBERAGE” • Q: Why did the chicken cross the road? • A: To demonstrate proficiency in Standard 3.1 of the Barnyard Poultry Standards of Competence, which requires all mobile* egg-laying fowl to achieve mastery of independent locomotion and orienteering in unfamiliar surroundings**

  5. * “mobile” is defined as scoring a minimum of 65 out of 100 score on the Perdue scale of Capon Celerity (PCC). Any fowl missing at least 2 toes from one foot, or at least 3 out of 6 toes total, is automatically assumed to be “immobile” for the purposes of this standard, and there by is excluded from having to meet it. ** “unfamiliar” being defined as areas where a typical egg-laying fowl would not be expected to be found, like a public road or city sidewalk, or a public library.

  6. Assessment makes no sense at all in my discipline. • Assessment is measurement of the trivial. • If I keep my head down, someone else, probably my chair, will get stuck with all this assessment, and then it will go away for 10 years.

  7. Program assessments can and will be used against us. • Assessment is an intrusion on academic freedom. • Assessment should prove that our program is successful.

  8. Assessment is another one of those top-down initiatives with no faculty input. • Grades are appropriate and sufficient for student assessment.

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