Transcript Assessment of Student Academic Achievement

Assessment of Student Academic
Achievement
What is Assessment
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An evaluative process
Provides continuous review and oversight of
curriculum
Three Questions
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What are we trying to do?
How well are we doing it?
How can we improve what we are doing?
Why Assessment?
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Support student learning
Ensure student academic achievement
Improve instruction
Improve instructional programming
Assessment at Eastern
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NCHEMS Approved Plan
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National Center for Higher Education
Management Systems
LOT Recommended
BOG Approved
Assessment at Eastern
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Examines student learning at multiple points
in the educational process
Incorporates multiple methods of data
collection
Coordinated at the administrative level
Who Is Involved
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Academic Services
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Faculty
Academic Program Directors
Associate Dean
Learner Support Services
Workforce Education
Students
Assessment Points
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Entry Level Assessment
Process Level Assessment
Near Term Level Assessment
Long Term Level Assessment
Entry Level Assessment
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Entry level testing
Process Level Assessment
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Course Level Assessment
Program Level Assessment
Tracking Studies
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course completion, drop rates, pass rates
Student Surveys
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withdrawing student, course evaluations
Near Term
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Summative assessment
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Internship/Capstone Assessment
WorkKeys
Academic Profile
Graduating Student Survey
Program Graduation Rate
Advisory Committee Input/Focus Groups
Long Term
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Alumni Survey/Graduate Tracking Studies:
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employment
continuing education data
Employer Satisfaction Survey
More than Just a Grade
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determine attainment of specific learning
outcomes
provide opportunity for intervention
provide information to improve teaching
methods
Assessment and Grades
Adapted from Southern Illinois University Assessment Handbook
Assessment
Grades
Formative
Summative
Diagnostic
Final
Non-judgmental
Evaluative
Usually Anonymous
Individual Student Identified
Address Specific Learning Outcomes
Global, Holistic
Aggregate Data
Individual Student Data
Focus on Improvement (always used
for improvement of
instruction/learning)
Focus on Final Evaluation (not
necessarily used for improvement
of instruction/learning)
Classroom Assessment
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Formative assessment
Focus on class session or unit
Determine need for change or intervention in
learning process
Primary question:
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Did the students learn what I intended them to
learn in this session
Classroom Assessment Techniques
CATs
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Simple tools for collecting data to improve
learning and teaching
Feedback devices to find out:
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How much students are learning
How well students are learning
If students are learning what we intended
CATs are not intended to replace traditional
forms of evaluation
Classroom Assessment Techniques:
Three Categories
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Course Related Knowledge and Skills
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Knowledge, recall and understanding
Analysis and critical thinking
Synthesis and creative thinking
Problem solving
Application and Performance
Classroom Assessment Techniques:
Three Categories
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Learner Attitudes, Values and Self
Awareness
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Awareness of attitudes and values
Self-awareness as learners
Study skills, strategies and behaviors
Classroom Assessment Techniques:
Three Categories
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Learner Reaction to Instruction
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Reaction to teachers and teaching
Reaction to classroom activities, assignments and
materials
Benefits for Faculty
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Provides quick feedback to make mid-course
adjustments
Provides useful information with minimal time
commitment
Increases the efficacy of teaching and learning
Encourages the perspective that teaching is a
formative process
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evolves over time with feedback
Fosters good rapport with students
Benefits for Students
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Helps students become better monitors of
own learning
Points out the need to alter study skills
Provides evidence that the instructor cares
about learning
Matching Teaching Goals to Classroom
Assessment Techniques
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Selecting appropriate CATs is closely linked
with:
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your teaching goals
what you would like to learn
your comfort with certain practices
CATs Selection Tool
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Field-tested Learning Assessment Guide
(FLAG)
http://www.flaguide.org/goals/goals.php
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Developed by The National Institute for
Science Education's College Level One
Team,
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based at the University of Wisconsin-Madison
CATs Techniques
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Background Knowledge Probe
Applications Card
The Minute Paper
RSQC2
Walk and Check
Background Knowledge Probe
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Determine baseline knowledge level
Identify effective starting point for lesson
Identify range of preparation among students
Provides students with preview of course
Focus students’ attention on important
concepts
Can be built into a pre/post test format
Applications Card
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Identify students’ comprehension of concepts
Prompts students to connect new concepts
with prior knowledge
Helps students to see relevance/applicability
of course materials
Minute Paper
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Quick check to identify learning at a specific point in
time
Identifies student focus/comprehension
Provides opportunity for intervention, reemphasis or
redirection
Forces students to self-assess
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What were key issues presented
How well do I understand the information
Muddiest point variation
RSQC2
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Recall, Summarize, Question, Connect,
Comment
Modularized assessment
Feedback on what students recall and value
Identifies misperceptions/questions
Identifies linkage with larger picture
Walk and Check
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Application assessment activity
Identifies understanding of key concept
Identifies ability to synthesize materials
Provides opportunity for immediate
intervention and redirection
Identifies ability to link new concepts with
prior learning in course
Getting Started
Step One: Planning
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Select one class for your pilot project
Decide on the class meeting
Select a Classroom Assessment Technique
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Choose a simple and quick one
Getting Started
Step Two: Implementing
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Inform participants
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Make certain sure the students know what you
are doing and why
Make they clearly understand the procedure
Collect and analyze responses ASAP
Getting Started
Step Three: Responding
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Close the feedback loop
Inform students
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What was learned from the assessment
How will the assessment results affect them or
the course
Points to consider
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What trends do you see in your data?
What are the successes/challenges in this course?
How can teaching or materials be changed to
improve attainment of course learning outcomes?
How can this information be used to help students?
Who can benefit from the information I have
collected?
Suggestions For a Successful Start
Adapted from: Classroom Assessment Techniques: A Handbook for College Teachers
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If a CAT does not appeal to you as a teacher, don't
use it.
Don't make Classroom Assessment into a burden.
Don't ask your students to use any CAT that you
have not previously tried.
Allow for sufficient time to carry out and respond to
the assessment.
Close the loop.
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Let students know what you learn and how the information
is used to improve learning
Course Assessment
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Determines attainment of intended course
level learning outcomes
Identifies need for refinement of course
materials and learning outcomes
Examines role of course in meeting program
level learning outcomes
Assessment involving multiple sections of
same course
Course Assessment Pilot
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Target courses selected
Learning outcomes were selected for assessment
Exam questions linked to learning outcomes
Questions administered across multiple sections of
course
Track student attainment of intended outcomes
Identify need for curriculum change
Course Assessment Pilot:
Basic Mathematics
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Four Course Outcomes selected
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Outcome 1: Use order of operations
Outcome 2: Solve whole number word problems
Outcome 3: Multiply fractions
Outcome 4: Add signed numbers
Basic Mathematics Outcomes:
Attainment Levels
90
80
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10
0
Outcome
Attained
Not Attained
Outcome Outcome Outcome Outcome
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Course Assessment Pilot:
Introductory Algebra
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Four Course Outcomes selected
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Outcome 1: Use order of operations
Outcome 2: Solve linear equations
Outcome 3: Graph linear equations
Outcome 4: Use FOIL multiplication
Introductory Algebra Outcomes:
Attainment Levels
100
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10
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Attained Outcome
Not Attained
Outcome Outcome Outcome Outcome
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Course Assessment
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What did we learn
Why is this important
How will we use this information
Closing the Feedback Loop
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Main purpose of assessment: Improvement
Share results with those involved
Note how findings will be used to improve
learning
Share results with others in the College
Final Notes
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Focus assessment efforts on key areas of concern
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Plan to assess learning outcomes over a brief period of time
Use different types of assessment techniques
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direct and indirect measures
Assessment activities will evolve over time.
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what do you really want to know
Don’t try to assess everything at once
If something is not working or new questions have come up, it is
OK to change the way you assess
If you note areas of concern or successes, share that
information with your Academic Program Director