Assessment

Curriculum Mapping/Assessment

Aims Community College
http://www.aims.edu
The academic and CTE programs did not have a foundation for conducting meaningful and sustainable assessment of student learning. One of the key issues was the lack of defined program learning outcomes and the expected level of learning for each outcome. The other issue was the need for a curriculum map in order to identify where learning opportunities existed within the curriculum and where meaningful assessment could take place. The College identified this as a gap that needed to be addressed in order to bridge the gap between Common Learning Outcomes (CLO) and course level outcomes (objectives).

Curriculum mapping is necessary to identify where learning opportunities exist for students within the program’s curriculum. In order to ensure that a culture of assessment is being built, programs and departments will continue to develop assessment projects that are grounded in the values and learning expectations of the course/program/department/institution.

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Ross Perkins

ross.perkins@aims.edu

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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.

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Heidi Estrem

heidiestrem@boisestate.edu

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Surveys: Administration Staying in Touch with the People We Serve

Idaho State Univeristy,Division of Health Sciences
http://www.isu.edu

Keeping connected with the students, faculty and staff on a regular basis is one excellent way for administrators to assess the quality of their organization and to seek ways to improve policies and procedures. We have developed routine surveys that go to all faculty, staff and students at the end of each semester. Response rates have been excellent. Faculty and staff ideas have resulted in strategic improvements in our organization. Student surveys help us gauge satisfaction that can impact recruitment of new students.

Twice each year the Division of Health Sciences surveys all students, staff, and faculty. The staff and faculty survey vary from one semester to the next.

The student surveys are always the same, and are sent to students at the program level.

The faculty and staff survey results are shared at Opening Assemblies attended by faculty and staff each semester. Student surveys are used at the program level as a source of "continuous quality improvement." These surveys are global in nature and attempt to assess ways to improve what we do based on information from our the major constituents in our organization.

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Linda Hatzenbuehler

hatzlind@isu.edu

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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.

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Shelly Stovall

sstovall@nmsu.edu

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Capstone Course ePortfolio

Portland State University
http://www.pdx.edu

The culminating general education experience for students at Portland State University is a community-based course focused on creating a collaborative final project that meets a direct need for a community partner. Assessing student achievement of learning outcomes is difficult in a course where the final project is group-produced, much of the learning happens in the field, and the projects and experiences vary widely from course to course. Our challenge was to identify a method to conduct meaningful direct assessment of these community-based group-focused capstone courses.

Portland State’s Capstone program offers approximately 200 sections each year engaging over 3,800 students annually in projects that directly address the needs of our community partners. In order to assess student learning in these courses, we developed an electronic course portfolio review process. The course portfolios are designed to investigate whether students are meeting the learning outcomes set out in a course. In these course portfolios faculty upload student written work, often reflections, which address the one of the goals such as “appreciating the diversity of the human experience.” Faculty also include their course syllabus, course description, the instructions for the assignments they submitted, and a narrative explaining how they address the goal in their course and where they see the most meaningful evidence of student learning related to the goal. This course portfolio provides evidence of individual student learning (the student assignments) with the context (the course materials and faculty narrative) needed to interpret that evidence. We assess course portfolios from about 25% (18 courses) of our 70 unique Capstone courses each year. Since we have 4 goals, we assess a different goal each year and involve 25% of our courses annually. As a result we assess almost every course and each goal within a four year assessment cycle. Throughout the year a small faculty committee designs clear criteria to evaluate the Capstone course portfolios. Each summer, a group of faculty is recruited to review the course materials and student work and determine if the learning outcome being assessed was achieved at a course level, if the course was exemplary at demonstrating the learning outcome or if it was insufficient. The aggregate data from these course portfolios helps us understand how well we are meeting our general education learning expectations in these courses.

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Rowanna L Carpenter

carpenterr@pdx.edu

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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.

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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.

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

kodonnell@calstate.edu

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