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					Adult Education Graduate Certificate in e-Learning

                 Educational Effectiveness

                           Assessment Plan



                                      Version 1.0


                                   Prepared by:
                               Dr. G. Andrew Page

                         Adopted by:
     Department of Educational Leadership Faculty: 2/14/07

                          Submitted to:
          The Dean of the College of Education: 9/27/07
            The Office of Academic Affairs: 10/26/07




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                                        TABLE OF CONTENTS


Mission Statement ________________________________________________________ 3
Program Introduction ______________________________________________________ 3
Assessment Process Introduction ___________________________________________ 3
Program Outcomes _______________________________________________________ 4
Table 1: Association of Assessment Measures to Program Outcomes _____________ 5
Assessment Measures ____________________________________________________ 6
Table 2: Program Outcomes Assessment Measures and Administration ____________ 6
Assessment Implementation & Analysis for Program Improvement _____________ 7
   General Implementation Strategy _______________________________________________________________ 7
   Method of Data Analysis and Formulation of Recommendations for Program Improvement ______________ 7
   Modification of the Assessment Plan _____________________________________________________________ 7
Appendix A: Course Assignments _________________________________________ 8
   Measure Description __________________________________________________________________________ 8
   Factors that affect the collected data_____________________________________________________________ 8
   How to interpret the data ______________________________________________________________________ 8
Appendix B: IDEA Course Evaluation _______________________________________ 9
   Measure Description __________________________________________________________________________ 9
   Factors that affect the collected data_____________________________________________________________ 9
   How to interpret the data ______________________________________________________________________ 9
Appendix C: Student Portfolio Showcase __________________________________ 10
   Measure Description _________________________________________________________________________        10
   Factors that affect the collected data____________________________________________________________   10
   How to interpret the data _____________________________________________________________________      10
   Scoring Rubric _____________________________________________________________________________         10
   e-Portfolio Showcase Scoring Rubric ___________________________________________________________      10
References _____________________________________________________________ 11




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                                        MISSION STATEMENT

The Adult Education Graduate Certificate in e-Learning emphasizes the effective preparation
of facilitators of advanced distributed learning. We seek to provide a program that will
enhance the teaching/learning process in adult learning environments through the use of
electronic technology.

                                     PROGRAM INTRODUCTION
Learning in the 21st-century is a network-forming process that depends on the effective use
of technological tools to collaborate, construct, and share content beyond the traditional
boundaries of space and time. Online education or e-Learning is “incredibly dynamic and
constantly driven by changes in demand and technology” (Wang, 2006, p.273). Competition
in higher education among corporate universities and training companies necessitates that
any institution offering online education do so with quality educational content.

Chief Academic Officers agree that online education is critical to the long-term strategy of
their school (Allen & Seaman, 2005, 2006). In addition, the number of students taking classes
online is predicted to grow to over 500,000 according to Eduventures. (Source: Sloan C
Foundation. http://www.sloan-c.org/publications/survey/index.asp Note: This figure was an
underestimate as the actual 2006 number of students enrolled in online learning was
1,518,750)

In the article, “Reconnecting the Classroom: e-Learning Pedagogy in US Public High
Schools” (2003), Georgetown University’s David Huffaker discusses the impact of Internet-
based e-Learning, including active engagement, social learning, continuous feedback, and
real-world applications. Huffaker says that e-Learning applications can be personalized for
the individual learner’s needs, provide communication tools that foster collaborative work,
and offer anywhere/anytime transfer of information.

                           ASSESSMENT PROCESS INTRODUCTION
The faculty developer conducted an extensive review of the literature and consulted a
number of UAA colleagues who provided formative feedback on the conceptualization of the
certificate program. These colleagues included Jack Pauli, Associate Professor, Computer
Information Systems; Chris Sturm, Digital Media Consultant, and Jerry Voltura, Instructional
Design Specialist, Information Technology Services; Dr. Gretchen Bersch, Professor Emerita,
Adult Education Program; Dr. Heather Nash, Assistant Professor, Adult Education Program;
Dr. Susan Garton, Associate Professor, Educational Leadership Program; Dr. Jeff Bailey,
Chair, Educational Leadership; and Carolyn Coe, Graduate Coordinator. In addition, the
faculty developer received feedback from Rann Rudisill, Project Manager, Advanced
Learning Technologies, University of Georgia; Dr. Michael Rogers, Director for Instructional
Design and Development, Advanced Learning Technologies, Board of Regents of the
University System of Georgia; Dr. Radwan Ali, Assistant Professor of Business Information
Systems, Kennesaw State University.


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The program outcomes are based on the Sharable Content Object Reference Model
(SCORM) standards. The SCORM (Godwin-Jones, 2004) standard is focused on enabling
the plug-and-play interoperability, accessibility, and reusability of Web-based learning
content. These e-Learning technology standards are widely embraced and supported today
by world-leading corporations, universities, system providers, and content vendors.

This document defines the expected student learning outcomes for the Adult Education
Graduate Certificate in e-Learning program and outlines a plan for assessing the
achievement of the stated outcomes.

                                       PROGRAM OUTCOMES

Upon completion of the program, students will be able to:

      Demonstrate the ability to facilitate learning with technology
      Evaluate instructional technologies critically
      Apply adult learning theories to instructional design and development
      Design and develop virtual learning objects and cognitive tools
      Design and develop online learning experiences
      Show proficiency in the effective use of emerging educational technologies

The assessment measures and their relationships to the student outcomes are listed in Table
1.




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TABLE 1: ASSOCIATION OF ASSESSMENT MEASURES TO PROGRAM OUTCOMES

                                                                         Student
                                       Course             Course         Portfolio
             Outcomes
                                       Assignments        Evaluation     Showcase
                                                                         Rubric
     Demonstrate the ability to
     facilitate learning with   1                         1              1
     technology
     Evaluate instructional
     technologies critically    1                         1              1

     Apply adult learning
     theories to instructional         1                  1              1
     design and development
     Design and develop
     virtual learning objects          1                  1              1
     and cognitive tools
     Design and develop
     online learning                   1                  1              1
     experiences
     Show proficiency in the
     effective use of emerging         1                  1              1
     educational technologies

           0 = Tool is not used to measure the associated objective.
             1 = Tool is used to measure the associated objective.




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                                     ASSESSMENT M EASURES
A description of the measures used in the assessment of the program outcomes and their
implementation are summarized in Table 2.

There is a separate appendix for each measure that shows the measure itself and describes
its use and the factors that affect the results.

   TABLE 2: PROGRAM OUTCOMES ASSESSMENT MEASURES AND ADMINISTRATION

                                                           Frequency/       Collection           Administered
        Tool                   Description
                                                           Start Date       Method                   by
                                                              During              Students
                      Assignments designed to
   Course                                                    semester             submit &
                      address student outcomes                                                        Instructor
   Assignments                                                class is             present
                      (see Appendix A)
                                                              offered           deliverables
   Course             The IDEA survey (See                    End of               Online
                                                                                                        IDEA
   Evaluation         Appendix B)                            semester            Evaluation
   Student                                                                        Students
                                                            Every year
                      Program - summative student                                 submit &            Instructor
   Portfolio          showcase. (See Appendix C)
                                                            starting Fall
                                                                                   present
   Showcase                                                    2009
                                                                                deliverables




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     ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT
General Implementation Strategy
Collection of course assignment and course evaluation data will begin Fall 2008. The first e-
Portfolio Showcase will occur Fall 2009. The e-Learning Program Manager is responsible for
collecting all data and synthesizing it to share with the department chair and faculty.

Method of Data Analysis and Formulation of Recommendations for Program
Improvement
The program faculty will meet at least once a year (beginning Fall 2009) to review the data
collected using the assessment measures. This meeting should result in recommendations
for program changes that are designed to enhance performance relative to the program’s
outcomes. The results of the data collection, an interpretation of the results, and the
recommended programmatic changes will be forwarded to the Office of Academic Affairs (in
the required format) by June 15th each year. A plan for implementing the recommended
changes, including of advertising the changes to all the program’s stakeholders, will also be
completed.

The proposed programmatic changes may be any action or change in policy that the faculty
deems necessary to improve performance relative to program outcomes. Recommended
changes should also consider workload (faculty, staff, and students), budgetary, facilities, and
other relevant constraints. A few examples of changes made by programs at UAA include:
            changes in course content, scheduling, sequencing, prerequisites, delivery
              methods, etc.
            changes in faculty/staff assignments
            changes in advising methods and requirements
            addition and/or replacement of equipment
            changes to facilities

Modification of the Assessment Plan
The faculty, after reviewing the collected data and the processes used to collect them, may
decide to alter the assessment plan. Changes may be made to any component of the plan,
including the outcomes, assessment measures, or any other aspect of the plan. The changes
will be approved by the faculty of the program. The modified assessment plan will be
forwarded to the dean/director’s office and the Office of Academic Affairs.




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                           APPENDIX A: COURSE ASSIGNMENTS
Measure Description
These measures evaluate summative knowledge and skills acquired through successful
completion of selected assignments in program courses as well as formative knowledge and
skills acquired throughout enrollment in the program. The following course assignments have
been selected.

Course                                                    Assignment
CIS A420                                                  Learning module
EDAE A637                                                 e-lesson, emerging technologies paper and
                                                          presentation
EDAE A638                                                 Web design, presentation on learning theory
                                                          and video production
EDAE A640                                                 e-Portfolio Showcase

Factors that affect the collected data
These assignments address multiple student outcomes. The grade collected for the
assignment may provide a breakdown of student performance on individual outcomes.

How to interpret the data
The assignment grades will be aggregated and will provide an indication of student progress
in achieving the overall program goal.




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                         APPENDIX B: IDEA COURSE EVALUATION
Measure Description
The new IDEA course evaluation system allows instructors to add items to the student
survey form, which can be used to obtain feedback on specific student outcomes.
Course instructors will add items to the IDEA student survey form that are related to the
student outcomes for this graduate certificate program. Examples:

This course provided me with skills for                    EDAE A637, EDAE A638
facilitating learning with technology.
This course helped me learn how to critically              EDAE A637, EDAE A638
evaluate instructional technologies.
This course gave me an opportunity to apply                CIS A420, EDAE A637, EDAE A638, EDAE
adult learning theories to instructional design            A640
and development.
I feel more confident in my ability to design              EDAE A637, EDAE A638, EDAE A640
and develop virtual learning objects and
cognitive tools as a result of taking this
course.
I was able to design and develop an online                 EDAE A637, EDAE 638, EDAE A640
learning experience as a result of taking this
course.
As a result of taking this course, I feel more             CIS A420, EDAE A637, EDAE A638, EDAE
confident in my ability to effectively use                 A640
emerging educational technologies.

Factors that affect the collected data
The response rate on course evaluations can be low, which can impact the validity of the
results.

How to interpret the data
The data will be aggregated and reviewed to ensure that the program outcomes are
achieved.




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                       APPENDIX C: STUDENT PORTFOLIO SHOWCASE
Measure Description
This measure evaluates summative knowledge and skills acquired throughout participation in
the program. The final project is presented via a student showcase.

Factors that affect the collected data
We do not anticipate any difficulties collecting data using this measure because of our
extensive experience with similar measures. The Student Showcase will be available
electronically as students will share in their wealth of experience. When individuals know that
there is a community viewing their work, the collective effectiveness and quality is increased
(Bernstein, 2001, p. 229).

How to interpret the data
The data will be triangulated. There is more than one data source for assessment of student
outcomes. Blind peer reviews as well as faculty assessments will provide reliability.

Scoring Rubric
A rubric will be used to provide qualitative and quantitative assessment of the students’
showcase presentation. This is the first draft of the rubric. The rating scale will be further
refined in terms of numerical rating and description of scores. Students will receive peer
reviews (formative feedback) as well as instructor review of the student e-portfolio
(summative feedback).

e-Portfolio Showcase Scoring Rubric

Candidate:

      Outcomes                             1       2        3            QUAL. Feedback
      Facilitate learning with
1     technology.
      Critically evaluate instructional
2     technologies
      Apply adult learning theories to
3     instructional design and
      development.
      Design and develop digital
4     learning objects and cognitive
      tools.
      Design and develop an online
5     learning module.
      Effectively use emerging
6     educational technologies

Rating
1 = Adequate
2 = Good
3 = Superior


                 5eb622e4-4b05-4b67-8276-d6569de25ff2.doc       Submitted 10-26-07        Page 10 of 11
                                             REFERENCES
Allen, E. I., & Seaman, J. (2005, 2006). Growing by degrees. Online education in the United
       States. Alfred Sloan Foundation. Retrieved September 1, 2007 from http://www.sloan-
       c.org/publications/survey/index.asp

Bernstein, D. (2001). Representing the intellectual work in teaching through peer-reviewed
      course portfolios. In S. Davis and W. Buskit (Eds.), The Teaching of Psychology:
      Essays in Honor of Wilbert J. McKeachie and Charles L. Brewer. N.J.: Erlbaum.

Godwin-Jones, R. (2004). Emerging technologies: Learning objects: Scorn or SCORM?
     Language Learning and Technology, 8(2), 7-12.

Huffaker, D. (2003). Reconnecting the classroom: E-learning pedagogy in US public high
      schools. Australian Journal of Educational Technology 2003, 19(3), 356-370.
      Retrieved September 1, 2007 from http://www.ascilite.org.au/ajet/ajet19/huffaker.html

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher,
     29(7), 4-14.

Wang, Q. (2006). Quality assurance--Best practices for assessing online programs.
     International Journal of E-Learning, 5(2), 265-274.




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