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Top Five Reasons to Become Your Department’s Assessment Coordinator at Gallaudet University

Discover the compelling benefits of serving as your department's assessment coordinator at Gallaudet University. This role offers a unique blend of professional development, networking opportunities, and the satisfaction of contributing to student learning experiences. From bi-weekly coffee and Danish to engaging discussions with MSCHE members, the position stands out as a fulfilling alternative to traditional roles like sub-prime mortgage lending. Enhance your career and make a lasting impact on education while enjoying the camaraderie of fellow faculty members.

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Top Five Reasons to Become Your Department’s Assessment Coordinator at Gallaudet University

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  1. General Studies Assessment Leslie Rach Gallaudet University, October 2008 Email: leslie.rach@gallaudet.edu

  2. Top Five Reasons to be your Department’s Assessment Coordinator • Bi-weekly flow of coffee and danish from Pat’s office. • Filling up spare hours formerly spent obsessing about the election. • Endless opportunities for career advancement. • The occasional chance to hobnob with MSCHE members. • It beats being a sub-prime mortgage lender.

  3. The General EducationAssessment Cycle

  4. The General Education Assessment Cycle

  5. Click the highest number of a statement that is true for you. • I’m new to classroom assessment. • Classroom assessment of students is routine for me. • I’ve helped implement program assessment. • I run program and/or institutional assessment.

  6. Have you ever used clickers to collect data? • Not yet. • No. It’s a bad idea. • Yes. I’m glad I did. • Yes. It was a bad idea. • I’m tired; can’t you just lecture?

  7. Which of the following best describes your department’s view of assessment efforts on campus? • It is critical for improving student learning experiences. • It takes away faculty time from doing original research in the discipline. • It’s okay as long as I don’t have to do it. • I want to learn more about it; I wish I had time.

  8. What is the HIGHEST step your department has achieved, even partially? • Write Learning Outcomes • Develop Assessments • Collect & Analyze Data • Decision Makers Discuss Results • Faculty Alter Instruction Based on Results • None of the Above

  9. What is the HIGHEST step your department has achieved completely? • Write Learning Outcomes • Develop Assessments • Collect & Analyze Data • Decision Makers Discuss Results • Faculty Alter Instruction Based on Result • None of the Above

  10. Click on the EASIEST step for your department • Write Learning Outcomes • Develop Assessments • Collect & Analyze Data • Decision Makers Discuss Results • Faculty Alter Instruction Based on Results

  11. Click on the HARDEST step for your department Write Learning Outcomes Develop Assessments Collect & Analyze Data Decision Makers Discuss Results Faculty Alter Instruction Based on Results

  12. If you reached step 4, even partially, which step actually happened next? • Rewrote Learning Outcomes • Altered Assessments • Collect & Analyze Data • Decision Makers Discuss Results • Faculty Altered Instruction Based on Results • Nothing Happened.

  13. Which step is of most concern to FACULTY? Write Learning Outcomes Develop Assessments Collect & Analyze Data Decision Makers Discuss Results Faculty Alter Instruction Based on Results None of the above

  14. Gallaudet Undergraduate Student Learning Outcomes Continued next slide…

  15. Skills based outcomes are easier to assess than dispositions and knowledge. General Studies has gone through an assessment cycle with the following two outcomes: Continued next slide…

  16. Dispositions and knowledge outcomes have proven to be more difficult to assess than skills. We do not yet have instruments to assess these outcomes: Continued next slide…

  17. Average (mean) Student Writing Scores Emerging Mastering

  18. Critical Thinking Sub-Scale Data

  19. Organization of Ideas Sub-Scale Data

  20. What actions would you recommend? • Based on the writing data I showed, what can we do: • 1. at the course level? • 2. at the program level? • 3. at the institutional level?

  21. Photo Credits • Rubik’s Cube courtesy of cybertvnews.com

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