I'm at the Penn State Assessment conference today, From Here to Implementation:Putting Your Assessment Plan to Work.
Notes from Keynote by Karen Paulson of the National Center for Higher Education Management Systems.
What can an accrediting committee expect from a University in terms of assessment?
--Documentation of student learning
--Complilation of evidence of student learning (curricular and co-curricular)
--Stakeholder involvement
--Capacity building--Importance and assessment of student learning outcomes is valued as educational improvement.
Showed Huba and Freed--Design Backward ---- Deliver Forward chart. A model for how learning outcomes flow down through the University into course design and articulated learning outcomes for specific class lessons.
Recommended Effective Grading: A Tool for Learning and Assessment by Barbara Fassler.
Learning Outcomes:
--Help design and structure courses and curricula
--Reduces "redundancy, omission and irrelevancy"
--Leads to collaboration, cooperation, and more
Have you used assessment...
--To change your courses / to adapt assignments ' to adapt curricula? Document your findings for accreditation purposes.
What to do with assessment:
--Use results to start discussions, not 'give answers'
--Emphasize fixing problems--not creating "winners and losers"
Notes from Keynote by Karen Paulson of the National Center for Higher Education Management Systems.
What can an accrediting committee expect from a University in terms of assessment?
--Documentation of student learning
--Complilation of evidence of student learning (curricular and co-curricular)
--Stakeholder involvement
--Capacity building--Importance and assessment of student learning outcomes is valued as educational improvement.
Showed Huba and Freed--Design Backward ---- Deliver Forward chart. A model for how learning outcomes flow down through the University into course design and articulated learning outcomes for specific class lessons.
Recommended Effective Grading: A Tool for Learning and Assessment by Barbara Fassler.
Learning Outcomes:
--Help design and structure courses and curricula
--Reduces "redundancy, omission and irrelevancy"
--Leads to collaboration, cooperation, and more
Have you used assessment...
--To change your courses / to adapt assignments ' to adapt curricula? Document your findings for accreditation purposes.
What to do with assessment:
--Use results to start discussions, not 'give answers'
--Emphasize fixing problems--not creating "winners and losers"
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