1 / 13

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.

tuwa
Télécharger la présentation

Open Pathways: Testing the Degree Profile Activity 2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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.

More Related