Assessment

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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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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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Data to Action: Freshmen Retention Project

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

Reduce freshmen student attrition during and immediately after the end of first year and facilitate students’ successful transition to second year.

Freshmen student attrition at Portland State University occurs throughout the academic year with the highest number of students leaving at two critical points: between fall and winter term, and spring and following fall. While a majority of students who leave, do so at one of these points, our assessment results indicate that many of the reasons preventing students to continue are either known beforehand, enabling us to intervene proactively, or could be dealt with when they occur. In either case, there is a need to focus on providing intervention in a systematic, coordinated manner. Freshmen Retention Project is one such coordinated approach involving University Studies, advising units, Office of Financial Aid & Scholarships, and Student Financial Services. The project uses multiple sources of data to support student success and aims to facilitate students’ continuous enrollment during the first year and successful transition to the second year. The project accomplishes this through outreach and intervention at critical points, and through ongoing intervention for students identified as at risk of not persisting beyond their first year.

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Mirela Blekic

mirelab@pdx.edu

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Core Reform Tools

Reviewing and revising general education requirements for the baccalaureate degree

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