Transcript Creating a Culture of Assessment

Arkansas State University – Jonesboro
Institutional Priority
“Develop a culture of learning to enhance
institutional outcomes”
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National Commission on the Future of
Higher Education- 2005 call to improve
access, affordability, accountability,
and quality
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Governor Beebe – double college
degree production by 2025
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Know it all
Teach the motivated
Extend the scepter
Have their reasons
Know it when see it
Profess knowledge for
the sake of knowledge
Earned the right to teach
via a rite of passage
(mentor, research,
financial sacrifice)
Teacher Credentials
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Can explain it all
Motivate the flaccid
Receive high rankings
Explain their reasons
Follow the rubric
Produce products who
function well in a global
economy and technical
society
Must provide education
that is cheaper, faster,
and more accessible
Student Learning
Goals
Modifications
Outcomes
Assessment
Cycle
Feedback
Disseminate
Assessment
Tool
Assessment
Results
Cognitive
• What would we like our graduates to know?
Behavioral
• What would we like our graduates to be able to do?
Affective
• What would we like our graduates to value or care
about?
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Faculty-driven
Mission-driven
Realistic
Embedded
Ongoing
Enhanced by
Scholarly Research
Implemented for
Improvement
PEDAGOGY
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Administration-driven
Fad-driven
Idealistic
Additional
Episodic
Corrupted by High
Stakes
Tolerated for
Accountability
PAPERWORK
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Degree Programs
◦ Find out what the
degree-program
level goals and
student learning
outcomes are for the
degree programs you
advise
◦ Connect SLOs from
your course to these
goals
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Use of Data
◦ Submit syllabi with
general education or
major-field goals
listed along with
specific SLOs for your
course to the
repository designated
by your department
chair
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Communicating effectively
Students should be able to construct and deliver a well-organized, logical, and
informative oral or written presentation, accurately documented, that
demonstrates proficiency in standard American English.
Students will demonstrate the ability to
*Produce writing that demonstrates proficiency in standard edited
American English to make reasoned, well-organized arguments that
are accurately documented;
*Construct and deliver a well-organized, logical, and informative
presentation.
Using mathematics
Students should be able to use, understand and apply basic
mathematical skills in practical applications.
Students will demonstrate the ability to
*Interpret and analyze quantitative/mathematical information (such
as formulas, graphs, and tables);
*Apply mathematical methods to solve problems.
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Developing a life-long appreciation of the
arts and humanities.
Students should develop an appreciation for the arts and humanities. They should be aware of the role
of art and literature in human civilization and contemporary culture.
Students will demonstrate the ability to
*Recognize works of literature or fine art and place them in their
historical, cultural, and social contexts;
*Interpret works of fine art or literature.
Developing a strong foundation in the
social sciences.
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Students should be aware of the diverse systems developed by humans to manage and structure our
relationships with one another. Students should prepare for the full range of public and private roles
they are expected to fulfill as citizens, decision-makers and human beings in a democratic America and in a
global society.
Students will demonstrate the ability to
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Explain the processes and effects of individual and group behavior;
*Analyze events in terms of the concepts and relational propositions
generated by the social science tradition.
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Using science to accomplish common goals
Students should understand how science is conducted and the criteria for scientific evidence so that
they will be able to make informed decisions about the health and well-being of their communities and
the natural environment. They should be aware of the ethical and political issues raised by science.
Students will be able to
*Understand basic concepts of science as they apply to
contemporary issues.
Responsible party for Assessment = General Education
Committee (shared governance committee)
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Thinking Critically: students will be able to
Interpret and analyze the relevance and quality of information
Make judgments and draw conclusions based on credible evidence
Integrate ideas into a coherent argument
Global Issues: students will be able to
Demonstrate an understanding of the major patterns of interactions (such as, social, political,
environmental, and economic) among nations, regions, and ethnic groups
Demonstrate an understanding of the historical background and the current and future
implications of the use of resources globally
Using Technology: students will be able to
Use appropriate ethical and legal methods to retrieve, generate, interpret, and distribute
information
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(Responsible Party for Assessment = Learning Outcomes Advisory Council)
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Ask your Department Chair for a copy of the
program goals and learning outcomes for your
degree-program –
assessment.astate.edu/tracdat
Include relevant goals on your syllabus
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Identify non-negotiables
If general education, connect with GEC liaison
Embedded assessment
Pre-post testing
Major Field Testing
Reflective Writing/Portfolios
Evidence-based practices for reading/writing
Register for Assessment Institute - ITTC
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A = Audience (specify the learner)
B = Behavior (specify the measurable
student behavior)
C = Condition or Circumstance (specify the
situation within which the expected
behavior must occur e.g. (e.g., in an oral
presentation, in a written report, on a written quiz, with a
prototype model, with a CAD drawing)
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D = Degree (or Criterion) (specify the
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http://www.umuc.edu/mdfaconline/Presentations/ABCDmod
el.doc
minimum acceptable performance standard
in terms of quality, quantity or time )
Dr. Josie Welsh - Director
[email protected]
972-2989