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Assessment: Nothing To It, But To Do It

Assessment: Nothing To It, But To Do It. Barbara Rusher Department Chair, Humanities QEP Co-Director Central Carolina Community College. Workshop Objectives. Discuss assessment in higher education Develop course level student learning outcomes Discuss assessment methods/instruments

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Assessment: Nothing To It, But To Do It

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  1. Assessment: Nothing To It, But To Do It Barbara Rusher Department Chair, Humanities QEP Co-Director Central Carolina Community College

  2. Workshop Objectives • Discuss assessment in higher education • Develop course level student learning outcomes • Discuss assessment methods/instruments • Establish success criteria for outcomes • Accept the value of assessment

  3. External Influences • Spellings’ Commission: A Test of Leadership • Called for higher education to be more accountable to public • Regional Accreditation Agency (SACS) • Requires colleges to have an assessment process in place and to document the process

  4. Accountability v. Assessment • Accountability: set student learning outcomes and then prove that students have achieved these • Assessment: set student learning outcomes, gather information about student achievement of these, and then use that information for improvement Dr. Allen DuPont, NC State University

  5. Grading v. Assessment • Grading tells us the extent to which individual students are achieving the learning outcomes • But grading does not tell us much about the strengths and weaknesses of the course • Assessment tells us the strengths and the weaknesses (areas for improvement) of a course Dr. Allen DuPont, NC State University

  6. Student Learning Outcomes • Describe what a student will be able to do • Require the use of higher level thinking skills (as described in Bloom’s Taxonomy) • Result in a product that can be measured and assessed Kate Pluta & Jane Fulks, Bakersfield College

  7. Method of Developing Course Outcomes • Identify desired outcomes • What do we want students to learn? • Determine acceptable evidence of learning • How will we know that they have learned it? • Plan learning experiences and instruction • How will we design the learning environment and process to attain our outcomes? Alison McInnes & Yvette Daniel University of Windsor; Ontario, Canada

  8. Pulling It Together • Establish what is important for students to know and be able to do • Use action verbs in each outcome • Keep course outcomes at a manageable level • Remember there is no “right answer” to assessment

  9. Nothing To It, But To Do It • Divide into Groups • Pick a Course • Identify 1 Student Learning Outcome • Specify an Assessment Method/Instrument • Specify Success Criteria/Standard • Present to Audience

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