Assessment

Unpublished
n/a

THE WRITE CLASS (tm) -- Multiple Measures Online Writing Placement

Boise State University
http://boisestate.edu
Students are harmed by institutions' continued reliance on a single measure (whether GPA or an array of individual standardized test scores) for writing course placement. THE WRITE CLASS (TM) integrates multiple measures and draws on research on self-efficacy, adult learning, and writing assessment. It is customized with materials from each college so that students learn more about the courses into which they are being placed. Its use has resulted in increased student success in initial writing courses at multiple campuses.

THE WRITE CLASS (tm) is an online, multiple-measures placement tool for college writing courses courses. Unlike a standardized test score, THE WRITE CLASS (tm) integrates multiple sources of data and encourages student self-reflection. It transforms placement into an opportunity for students to gain insights into themselves as learners and into the courses they will be taking.

0
Heidi Estrem

heidiestrem@boisestate.edu

Tool Profile Detail
Unpublished
n/a

Academic Program Assessment Review Template & Rubric

New Mexico State University
http://www.nmsu.edu

These tools promote increased intentionality, forethought about, reflection on and consideration of findings related to Academic Program Assessment. The use of analytical rubrics to provide formative feedback models good assessment practices and encourages and informs improvement.

These tools were initially conceived to foster increased knowledge of and engagement with meaningful assessment of student learning. The first iterations were developed through a faculty committee that reviewed Academic Program Assessment reports. Subsequent refinements have occurred over recent years to provide instruments that model strong practices for assessing direct evidence of learning. Descriptions of performance levels included in the rubric were revised over time to speak directly to areas that are cornerstones to effective assessment, but that are commonly neglected, inadequately addressed, or are hotbeds for confusion and/or misinterpretation of the assessment process and/or its purpose. As they exist today, the tools (and the rubrics specifically) provide formative feedback, instruction for improvement, and summative evaluation of Academic Program Assessment practices. They facilitate consistency of feedback to and across departments and provide, to a significant extent, detailed feedback in an effective and efficient manner. In addition, the tools provide the institution a means to aggregate areas of strengths and weaknesses in assessment activities and reporting at various levels beyond the department/program completing the report, including at the college- and institution-level. Aggregate results can be used to determine appropriate departmental/program, college, or institutional interventions and/or response. Aggregate results are reported to our state Legislative Finance Committee.

2
Average: 2 (1 vote)
Shelly Stovall

sstovall@nmsu.edu

Tool Profile Detail
Unpublished
n/a

Outcomes Assessment in Composition

College of Southern Idaho
http://www.csi.edu

How to use a binding outcomes assessment in a lower division composition sequence to develop continuous improvement of curriculum and create alignment of instructional objectives and indicators of outcomes achievement.

Outcomes Assessment is designed to assist in departmental program assessment and act as a measure of student proficiency at semester's end. The English Department has agreed upon a standard of proficiency, or a certain level of writing ability, that a student must achieve before she can pass out of certain English classes. We measure that proficiency by giving an essay "test" to all writing students in those courses. A student writes the Outcomes Assessment essay near the end of the course, after she has spent the semester honing her writing skills. The essay is read by two English faculty other than the student's instructor. Those faculty must agree that the essay meets the standards of proficiency for either 090 or 101 in order for the student to pass the class. A the end of the capstone composition course, English 102, students are required to hand in a portfolio of their coursework to be used in departmental program assessment.

1
3.77778
Average: 3.8 (9 votes)
Ken Bingham

kbingham@csi.edu

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ASSIST Transfer Information System

California State University
http://www.assist.org/

The ASSIST.org database shows California Community College (CCC) courses that the California State University (CSU) accepts for transfer and for GE credit. The ASSIST acronym stands for Articulation System Stimulating Interinstitutional Student Transfer.

ASSIST is an online student-transfer information system that shows how course credits earned at one public California college or university can be applied when transferred to another. ASSIST is the official repository of articulation for California’s public colleges and universities and provides the most accurate and up-to-date information about student transfer in California.

1
3.666665
Average: 3.7 (3 votes)
Ken O’Donnell

kodonnell@calstate.edu

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