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Course-Level Assessment Modern European History David Burleson History/Government Arts and Humanities Department Building Community • Cradle to grave approach – Identify early on the skills of a “successful student” – Be consistent in application – Establishes the baseline for follow-on assessment – Approach creates greater consistency in building courses HED Core Competencies Division/Department Learning Objectives Course Content Guide History 102G Syllabus Building Community • Establish a framework for assessment – Logically divide coursework to ensure SLOs are addressed and met – Use writing assignment to generate artifacts for assessment – Format grade book to better enable course-level assessment History 102G Syllabus Block approach Writing Assignment Grade Book Building Community • Establish a framework for assessment—testing – Ensure tests measure SLOs – Use of publisher test banks – Format test to enable assessment History 201 Exam #1, Fall 2007, Chapters 14-16 1. 9. Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxa. a. Xxxxx b. xxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxxx b, xxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxx b. xxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxxxx b. xxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxxx b. xxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxxxxx b. xxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxx b. xxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxxxxxxxxx b. xxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 10. a. xxxxxxxxxx b. xxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 2. 3. 4. 5. 6. 7. 8. a. Xxxxxxxxx b. xxxxxxxx Building Community • Establish a framework for assessment – Questions are divided among chapters evaluated – Enables analysis of student performance on individual chapters and blocks – Makes trend analysis easier – Quality control check on questions History 201 Exam #1, Fall 2007, Chapters 14-16 1. 9. Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxa. a. Xxxxx b. xxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxxx b, xxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxx b. xxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxxxx b. xxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxxx b. xxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxxxxx b. xxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxx b. xxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. xxxxxxxxxxxxxxx b. xxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 10. a. xxxxxxxxxx b. xxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 2. 3. 4. 5. 6. 7. 8. Chapter 14 Chapter 15 Chapter 16 a. Xxxxxxxxx b. xxxxxxxx Building Community • Using test results History 102, Exam #1 Fall 2007, Chapters 14-16 A 1 B 1 D T 1 2 Possible Trend C 2 11 1 3 3 16 total questions missed on Chapter 143 1 1 1 4 0 5 11111111 6 1 8 1 7 8 9 10 1 11 3 111 1 5 23 total questions missed on Chapter 15 1111 11 1 1 1 6 111 111 8 Building Community • Putting it all together Student Background Student Absences Student Success Multiple Choice Essay Questions Building Community • Useful in: – Comparing different sections of the same class – Assessing the impact of new texts or new classes – Comparing student performance from semesterto-semester or year-to-year – Developing greater familiarity with various actors in assessment process Building Community • Where to go from here? – Establishing an assessment plan – Share data and results – Incorporate into WebCT or other CMS – Economize efforts—more bang for the buck • Fine tune writing assignments • Become more integrated into other assessment efforts Building Community • Where to go from here? – Incorporated pre-post data collection – Share artifacts – General Education Assessment, LL&TD – Use of MAC worksheets in History classes Building Community Course-Level Assessment Modern European History David Burleson History/Government Arts and Humanities Department Building Community