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Course Embedded Assessment Process

By Sally Brooks,2014-10-17 11:12
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Course Embedded Assessment Process

    Course Embedded Assessment Process

; Specify educational objectives/intended outcomes.

    ; Identify related courses.

    ; Select assessment measures and techniques.

    ; Assign techniques to courses and embed measures.

    ; Specify assessment criteria.

    ; Evaluate student performance on exams/projects for course grades. ; Evaluate student performance on course embedded measures to assess program

    effectiveness.

    Course Embedded Assessment Measures/Techniques (Samples)

    ; Measure: Questions Embedded in Exams

    Technique: Evaluation of Common Exam Questions Across Sections of a Course ; Measure: Essay, Research Paper, Case Study Report, Oral Presentation, etc.

    Technique: Use of Rubrics, Checklists, Rating Scales, etc., to Evaluate Student

    Performance in Applicable Knowledge/Skills Areas

    Courtesy of Larry Kelley, Executive Director of Institutional Effectiveness & Planning at University of Louisiana Monroe, lkelley@ulm.edu

    Advantages of Course Embedded Assessment ; Relationship to Educational Objectives/Intended Outcomes ; Usefulness of Scores or Responses

    ; Flexibility in Assessment Design and Administration ; Cost of Instrumentation, Analysis and Reporting ; Faculty/Staff Ownership

    ; Timeliness of Feedback

    ; Convenience to Assessment Participants

    Program Assessment Plan Development ; Specify the educational objective/intended outcome. ; Identify related course(s).

    ; Describe assessment measure(s) and technique(s). ; Establish assessment criteria.

    Courtesy of Larry Kelley, Executive Director of Institutional Effectiveness & Planning at University of Louisiana Monroe, lkelley@ulm.edu

    Program Assessment Plan Sample #1

    Intended Outcome

    Students completing freshman level history coursework will demonstrate an understanding of basic historical concepts.

Related Course(s)

    HIST 201

Assessment Measure(s) and Technique(s)

    HIST students will complete a final examination in which questions related to their understanding of basic historical concepts have been embedded. Members of the program assessment committee will evaluate students’ answers to the embedded questions.

Assessment Criteria

    At least 70% of students completing the final examination will respond correctly to 80% or more of embedded questions.

    Program Assessment Plan Sample #2

Intended Outcome

    Students completing freshman level art coursework will increase their awareness and perception of the visual arts.

Related Course(s)

    ART 109

Assessment Measure(s) and Technique(s)

    Students will complete midterm and final examinations in which questions related to their awareness and perception of the visual arts have been embedded. Members of the program assessment committee will evaluate students’ answers to the embedded questions.

Assessment Criteria

    The percentage of embedded questions answered correctly from midterm to final examination will increase from less than 40% to more than 80% for at least three-fourths of students taking both examinations.

    Courtesy of Larry Kelley, Executive Director of Institutional Effectiveness & Planning at University of Louisiana Monroe, lkelley@ulm.edu

    Program Assessment Plan Sample #3

Intended Outcome

    Students taking freshman level English coursework will demonstrate expertise in sing simple research techniques.

Related Course(s)

    ENGL 102

Assessment Measure(s) and Technique(s)

    As a course requirement, ENGL 102 students will complete a research project. At lease two faculty members will evaluate randomly selected projects using a checklist for determining the appropriate use of simple research techniques.

Assessment Criteria

    Evaluators will cite appropriate use of simple research techniques in over 75% of selected student projects.

    Program Assessment Plan Sample #4

Intended Outcome

    Undergraduate English students will demonstrate competency in written communication skills.

Related Course(s)

    ENGL 350 and 351

Assessment Measure(s) and Technique(s)

    As a course requirement, ENGL 350 and 351 students will complete a formal research paper. At lease two faculty members will evaluate the papers using an assessment rubric developed by the program assessment committee.

Assessment Criteria

    Evaluators will cite students’ use of appropriate written communication skills in at least 75% of formal research papers.

    Courtesy of Larry Kelley, Executive Director of Institutional Effectiveness & Planning at University of Louisiana Monroe, lkelley@ulm.edu

    Program Assessment Plan Sample #5

Intended Outcome

    Undergraduate CODI students will demonstrate competency in general education knowledge and skills.

Related Course(s)

    CODI 470

Assessment Measure(s) and Technique(s)

    Students will complete an integrated clinical experience during their senior year, in which they must utilize four key general education skills. At least two clinical supervisors will evaluate projects using assessment rubrics selected by department faculty.

Assessment Criteria

    At least 95% of students who complete the senior year integrated experience will receive good to excellent ratings from project evaluators.

    Program Assessment Plan Sample #6

Intended Outcome

    Students enrolled in the communication exit course, Speech 450Communication Theory,

    will demonstrate expertise in writing, speaking, interacting, critical thinking, and listening techniques.

Related Course(s)

    SPCH 450

Assessment Measure(s) and Technique(s)

    As a course requirement, students will present 2-3 mini-reports and develop a major term paper explaining critical components of prominent theories of human communication. Evaluators will complete student-rating forms and will discuss the results with students.

Assessment Criteria

    At least 80% of the students who present 2-3 mini-reports and develop a major term paper will receive good to excellent ratings from evaluators on writing, speaking, interacting, critical thinking, and listening techniques.

    Courtesy of Larry Kelley, Executive Director of Institutional Effectiveness & Planning at University of Louisiana Monroe, lkelley@ulm.edu

    Program Assessment Plan Sample #7

Intended Outcome

    Undergraduate Dental Hygiene students will demonstrate competency in written and oral communication skills and information technology literacy.

Related Course(s)

    DHYG 424

Assessment Measure(s) and Technique(s)

    As a course requirement in DHYG 424, students will develop a lesson plan on an assigned dental hygiene topic and then give an oral/Power Point presentation to the dental hygiene class. The instructors in this course will evaluate students’ work using assessment rubrics developed by the University.

Assessment Criteria

    Evaluators will cite students’ use of appropriate written and oral communication skills and information technology literacy in at least 87% of the lesson plans/presentations.

    Program Assessment Plan Sample #8

Intended Outcome

    Graduates in the Department of Management and Marketing will demonstrate expertise in solving complex case problems by finding analyzing, and interpreting information that is consistent with the responsibilities of a decision maker.

Related Course(s)

    MGMT 433 and MRKT 409

Assessment Measure(s) and Technique(s)

    Graduating seniors will be required to successfully complete a major case project involving a written report and oral presentation, which will be evaluated by a jury of faculty. MGMT students will present a major case project in MRKT 409.

Assessment Criteria

    At least 70% of students completing the case project will receive ratings of average or higher on evaluations.

    Courtesy of Larry Kelley, Executive Director of Institutional Effectiveness & Planning at University of Louisiana Monroe, lkelley@ulm.edu

    Program Assessment Plan Sample #9

Intended Outcome

    Students graduating with a B.B.A. degree in Computer Information Systems will demonstrate interpersonal and teamwork skills necessary to succeed in their careers.

Related Course(s)

    CIS 430

Assessment Measure(s) and Technique(s)

    Students will develop, write, and resent group projects in CIS 430 (capstone course). Each student will be evaluated by other members of his/her group on issues such as leadership, responsibility, dependability, respectfulness of others’ opinions, and contribution. Assessment committee members will summarize ratings.

Assessment Criteria

    At least 70% of the students completing the capstone group project will receive ratings of average or higher on evaluations.

    Program Assessment Plan Sample #10

Intended Outcome

    Students completing senior level biology coursework will demonstrate expertise in using standard scientific format to prepare reports.

Related Course(s)

    BIOL 404

Assessment Measure(s) and Technique(s)

    As a course requirement, BIOL 404 students will prepare weekly lab reports. At least two members of the program assessment committee will evaluate randomly selected reports using a checklist for determining students’ use of the appropriate format.

Assessment Criteria

    Evaluators will cite appropriate use of standard scientific format in over 80% of randomly selected student lab reports.

    Courtesy of Larry Kelley, Executive Director of Institutional Effectiveness & Planning at University of Louisiana Monroe, lkelley@ulm.edu

    Rubric Development

; Identify the educational objective/intended outcome.

    ; Specify criteria for successful performance. Include various performance levels

    from poorest to best.

    ; Assign ratings to performance levels.

    ; Devise a scoring procedure.

    Development of Course Embedded Questions

    ; Specify the educational objective/intended outcome.

    ; Develop a set of questions related to the objective/intended outcome. ; Select an appropriate evaluation instrument/exercise (examination, lab

    assignment, other written exercise, etc.).

    ; Embed questions in the instrument/exercise.

    Courtesy of Larry Kelley, Executive Director of Institutional Effectiveness & Planning at University of Louisiana Monroe, lkelley@ulm.edu

    Written Communication Skills Rubric Student_________________________ Course_______________ Date____________

    Intended Outcome: The student will use clear and concise communication in the written form.

    Criteria Rating = 4 Rating = 3 Rating = 2 Rating = 1 Score

    Structure Written work Written work Written work Organizational

    has clear and has adequate has weak structure and

    appropriate beginning, beginning, paragraphing

    beginning, development development have serious

    development and conclusion. and conclusion. and persistent and conclusion. Paragraphing Paragraphing errors.

    Paragraphing and transitions and transitions

    and transitions are also are also

    are also clear adequate. deficient.

    and appropriate.

    Content The length of The length of Written work Written work

    the written work the written work does not do an does not cover

    provides in-is sufficient to adequate job of the assigned

    depth coverage cover the topic, covering the topic, and

    of the topic, and and assertions assigned topic, assertions are

    assertions are are supported and assertions not supported

    clearly by evidence. are weakly by evidence.

    supported by supported by

    evidence. evidence.

    Mechanics Written work Written work is Written work Written work

    has no major relatively free has several has serious and

    errors in word of errors in major errors in persistent errors

    selection and word selection word selection in word

    use, sentence and use, and use, selection and

    structure, sentence sentence use, sentence

    spelling, structure, structure, structure,

    punctuation, spelling, spelling, spelling,

    and punctuation, punctuation, punctuation,

    capitalization. and and and

     capitalization. capitalization. capitalization.

     Total

     Overall Score = Total / 3

    Courtesy of Larry Kelley, Executive Director of Institutional Effectiveness & Planning at University of Louisiana Monroe, lkelley@ulm.edu

    Oral Communication Skills Rubric Student_________________________ Course_______________ Date____________

    Intended Outcome: The student will use clear and concise communication in the oral form.

    Criteria Rating = 4 Rating = 3 Rating = 2 Rating = 1 Score

    Organization Presenter Presenter Presenter does not There is no logical

    follows logical follows logical follow logical sequence of

    sequence and sequence, but sequence (jumps information.

    provides fails to around in

    explanation/ elaborate. presentation).

    elaborations.

    Eye Contact Presenter seldom Presenter Presenter reads Presenter reads

    returns to notes, maintains eye most of report, but entire report,

    maintaining eye contact with occasionally makes making no eye

    contact with audience most of eye contact with contact with

    audience the time, but audience. audience.

    throughout the frequently

    presentation. returns to notes.

    Delivery Presenter speaks Presenter speaks Presenter’s voice is Presenter mumbles,

    clearly and loud clearly and loud relatively clear, but mispronounces

    enough for all in enough to be too low to be heard terms, and makes

    audience to hear, heard by most in by those in the back serious and

    makes no audience, makes of the room. persistent

    grammatical relatively few Presenter makes grammatical errors

    errors, and grammatical several major throughout

    pronounces all errors, and grammatical errors, presentation.

    terms correctly pronounces most and mispronounces Presenter speaks too

    and precisely. terms correctly. some terms. quietly to be heard

     by many in

    audience.

     Total

     Overall Score =

    Total / 3

    Courtesy of Larry Kelley, Executive Director of Institutional Effectiveness & Planning at University of Louisiana Monroe, lkelley@ulm.edu

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