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Tools for Assessment Workshop

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Tools for Assessment Workshop Powered By Docstoc
					Developing an Assessment
                 Tool Box
                Workshop

                        Rosa Buxeda
          (r_buxeda@rumac.uprm.edu)
                        Lueny Morell
                (lueny@ece.uprm.edu)
Workshop Objectives
   Familiarize faculty with program &
    classroom assessment tools
   Establish program assessment strategy
   Select assessment tool box
   Agree on common tools for the CoE
   Establish assessment plan for Summer
    2001
Agenda
   7:30 am   Breakfast
   8:00      Workshop Objectives &
              principles of assessment
   8:15      Exercise 1
   8:30      On Assessment
   10:30     Break
   10:45     Program Outcomes
              Assessment
Agenda
   11:30     Exercise 2
   12:00     Lunch
   1:00 pm   Exercise 3
   2:00      Exercise 4
   3:00      Break
   3:30      Exercise 5
   4:30      Closure & workshop assessment
     Principles of Good Practice for Assessing
     Learning (AAHE)

1.    The assessment of student learning begins with
      educational values.
2.    Assessment is most effective when it reflects an
      understanding of learning as multidimensional,
      integrated, and revealed in performance over time.
3.    Assessment works best when the programs it seeks to
      improve have clear, explicitly stated purposes.
4.    Assessment requires attention to outcomes but also and
      equally to the experiences that lead to those outcomes.
5.    Assessment works best when it is ongoing, not episodic.
     Principles of Good Practice for Assessing
     Learning (AAHE)

6.    Assessment fosters wider improvement when
      representatives from across the educational community
      are involved.
7.    Assessment makes a difference when it begins with
      issues of use and illuminates questions that people really
      care about.
8.    Assessment is most likely to lead to improvement when it
      is part of a larger set of conditions that promote change.
9.    Through assessment, educators meet responsibilities to
      students and to the public.
Exercise 1
   Think about ABET’s a-k outcomes & name
    2 assessment tools you are currently
    using that could be used to provide
    evidence that the outcome(s) is (are)
    being achieved.
Levels of Assessment
   University
       At the university level, learning outcomes assessment may refer
        to students' understanding & demonstrating good citizenship
        by showing respect to each other, appreciating and realizing
        cultural diversity and globalization, and acquiring the life-long
        learning skills, and so on.
       Part of these outcomes are related to General Education
        objectives and goals. Others do not belong to any specific
        academic programs but are important outcomes for an
        educational institution.
       Some of the UPRM goals address these outcomes, which have
        to be assessed at the university level. There are other outcomes
        that can be assessed at different levels.
Levels of Assessment
   Program (discipline) level
       At the discipline level, learning goals & objectives are
        determined by the faculty in the discipline or program
        in strong collaboration with all stakeholders. These
        goals & objectives typically refer to the intended
        knowledge, skills, attitudes and values students are
        supposed to learn from their studies in the discipline.
       It is clear that faculty are the individuals who
        understand the programs best, and therefore, should
        be the primary individuals who own and conduct the
        assessment for the primary purpose of improving
        student learning outcomes.
Levels of Assessment
   Classroom level
       At the classroom level, goals & objectives are
        specifically designed for the given course by the
        individual instructor. Often, instructors conduct many
        direct and useful assessment activities but do not
        realize that they are already doing outstanding
        assessment activities.
       The only extra step that individual instructors need to
        take is to summarize the assessment results in terms
        of various categories of knowledge, skills and/or
        attitudes and values for the entire class, rather than
        for individual students.
Outcomes Assessment for ABET
   Program
       Pre-engineering
       BS
            Classroom
       Post-graduation
Classroom Assessment
    Classroom assessment is a systematic &
     continuous approach to formative evaluation
     Classroom assessment techniques (CATS)
     are simple tools for collecting data on student
     learning in order to improve it.
         CATS are “feedback devices,” instruments that
          faculty can use to find out how much, how well, &
          even how students are learning.



 Reference: Angelo and Cross (1993)
The Classroom Assessment Cycle
(adapted from Angelo & Cross, 1993)


Phase 1: Planning for Classroom Assessment
1.   Choosing a class to focus on
2.   Focusing on an assessable teaching goal or question
3.   Designing a classroom assessment tool
Phase 2: Implementing the Assessment
4.   Teaching the course or target lesson
5.   Assessing student learning by collecting feedback
6.   Analyzing student feedback.
The Classroom Assessment Cycle
Phase 3: Responding to the Results
7.  Interpreting the results and formulating an
    appropriate response.
8.  Communicating results
9.  Making decisions
10. Documenting the process
Program assessment:
Student Outcomes Assessment Matrix
                         Pre-Engineering    BS in Engineering (5   Post-Graduate
                                            years)
                         Assessment Tools   Assessment Tools       Assessment Tools
  Program
  objectives/outcomes
  (inc. ABET 2000)
  Knowledge of Math,
  Science and
  Engineering
  Experimentation &
  Data Analysis
  Engineering Design
  Multi-disciplinary
  Teamwork
  Problem Solving
  Professionalism &
  Ethics
  Communication Skills
  Broad-based
  Education
  Lifelong Learning
  Contemporary
  Practice and Issues
  Other
Student Outcomes Assessment
Matrix
                        Pre-Engineering    BS in Engineering (5      Post-Graduate
                                           years)
                        Assessment Tools   Assessment Tools          Assessment Tools
 Program
 objectives/outcomes
 (inc. ABET 2000)
 Knowledge of Math,             29,2       3,4,7,10,15,22,26,30,32    1,16,17,9,8,28,23
 Science and
 Engineering
 Experimentation &               25        19,5,7,27,18,33,26,30           1,16,17
 Data Analysis
 Engineering Design              25                26,30
 Multi-disciplinary                             26,30,31,34
 Teamwork
 Problem Solving                 25        7, 19,5,27,18,33,26,30
 Professionalism &                                6,7,20,26
 Ethics
 Communication Skills            25             35,21,26,33
 Broad-based
 Education
 Lifelong Learning                                24,20,36
 Contemporary                    25          7,26,27,33,18,24,5
 Practice and Issues
 Other
Basic Criteria for selecting tools
    Is it context-sensitive?
    Is is flexible?
    Is it likely to make a difference?
    Is it mutually beneficial?
    Is it easy to administer?
    Is it easy to respond to?
    Is it educationally valid?
Assessment tool box: what
instruments to use?
   Qualitative & quantitative
   Examples
Some Tools for Classroom
Assessment

Tools can be applied in class for immediate
feedback


   References:
   1. ABET Faculty Workshop
   2. Classroom Assessment Techniques,
      Angelo & Cross
1.    Alumni Survey
2.    CEEB Math Score
3.    Course specific assessments (CAT’s)
4.    Departmental GPA
5.    Design/other competitions
6.    Ethics module assessment form
7.    Exams, homework, special problems
8.    Exit interviews
9.    Focus group (satisfaction)
10.   General GPA
11.   Graduate School advisory questionnaire
12.   Graduate school placement data
13.   Graduates post-graduation satisfaction survey
14.   GRE
15.   Honors, recognitions and awards
16.   Industry Advisory Board evaluation
17.   Industry/employer satisfaction survey
18.   Internships evaluations
19.   Laboratory Reports
20.   Membership in professional societies
21.   Oral presentation assessment form
22.   Portfolio evaluation
23.   Professional Exam (Fundamental & Discipline
      specific)
24.   Report of attendance to seminars
25.   Science Fair participation, awards
26.   Senior Project (capstone)
27.   Simulations (real world situations)
28.   Standardized examinations
29.   Student college entrance index (IGS)
30.   Student Projects
31.   Teamwork Assessment form
32.   Transcript
33.   Undergraduate research papers and presentations
34.   Video of presentations
35.   Written report assessment form
36.   Other
Exercise 2: Tools currently in use
   Please share tools
NASA PaSCoR Tool Box
   Oral presentations
   Written reports
   Undergraduate research
   Summer internships
   Teamwork
   Lectures
Exercise 3: Outcomes
Assessment Matrix
   Complete Program Outcomes Assessment
    Matrix for student outcomes
       Program objectives, including ABET a-k
       Tools
       Assessment schedule
       Use assessment tool box (shopping list)

       Results column will be completed at the end of the
        assessment schedule (documentation)
Program assessment
                        Pre-Engineering    BS in Engineering (5   Post-Graduate
                                           years)
                        Assessment Tools   Assessment Tools       Assessment Tools
 Program
 objectives/outcomes
 (inc. ABET 2000)
 Knowledge of Math,
 Science and
 Engineering
 Experimentation &
 Data Analysis
 Engineering Design
 Multi-disciplinary
 Teamwork
 Problem Solving
 Professionalism &
 Ethics
 Communication Skills
 Broad-based
 Education
 Lifelong Learning
 Contemporary
 Practice and Issues
 Other
Exercise 4: Share results
   By department




   Can we agree on common tools?
Exercise 5: The Summer 2001
   Courses and activities to be assessed
    Summer 2001
       Complete column 1 in
        Outcomes/Tools/Schedule Matrix
From assessment to results
   Once the data is gathered, results have to
    be presented & disseminated in the most
    effective way
                        PROMISE HOWARD HUGHES PROJECT
                             Teamwork Assessment Form

          In a scale of 1 (poor) to 5 (excellent) evaluate team performance .

          Criteria                     Myself Peer   Peer   Peer   Peer    Peer
                                              1      2      3      4      Average
             1. Appropriate use of
                interpersonal skills
             2. Active participation
             3. Quality of
                contributions
             4. Appropriate use of


PROMISE         time
             5. Performance of
                assigned role
             6. Contribution to


Howard          achieve team goal
             7. Performance in
                comparison to
                peers


Hughes    Student being evaluated______________________________



project   Names of Peer 1:______________________________________

                     Peer 2:______________________________________

                     Peer 3:______________________________________

                      Peer 4:______________________________________
            Teamwork Assessment
        5

        4

scale   3
                                               Individual
        2
                                               Team
        1
            1   2   3      4       5   6   7
                        criteria
Acting on Assessment Results
     Enhance classroom teaching
         Deep approach to learning
         Empowering students
         New teaching/learning strategies
              Collaborative learning
     Assigning resources
     Faculty development
     Accountability
     Sharing with stakeholders
         Industry
         Benchmarking
     Longitudinal studies
     other

				
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posted:10/29/2011
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