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![Page 1: Introduction to Academic Assessment John Duffield Office of Academic Assessment Georgia State University September 2013.](https://reader035.fdocuments.net/reader035/viewer/2022062423/5697c01b1a28abf838ccf420/html5/thumbnails/1.jpg)
Introduction toAcademic Assessment
John DuffieldOffice of Academic Assessment
Georgia State UniversitySeptember 2013
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Overview
• What is Assessment?• Why Assess?• Types of Assessment• Assessment Plans– Program Goals and Student Learning Outcomes– Ensuring Learning Opportunities: Curriculum Maps– Measuring Student Learning: Rubrics– Collecting, Analyzing, and Using Results: Action Plans
• Useful Sources
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What Is Academic Assessment?
• A systematic and ongoing process of • collecting of evidence about • student learning in order to • inform planning and decisions about • improving teaching and educational programs
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Why Assess?
• Continuous Improvement of– Teaching and Learning– Academic Programs– Planning and Decisionmaking
• Accountability: Demonstrating Effectiveness to– Accrediting Agencies– Funding Sources (government, foundations,
individuals)
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Types of Assessment
• Academic– Institutional Level: General education– *Program Level– Course Level
• Administrative– Student Services
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The Process: Assessment Plans
• Defining Program Purpose• Specifying Student Learning Outcomes (SLOs)• Ensuring Learning Opportunities: Curriculum Map• Choosing Measures: Rubrics• Setting Targets• Collecting Evidence• Analyzing Findings• Using Results: Action Plans
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Types of SLOs
• Content– Disciplinary Knowledge– Methods
• Skills and Abilities– Critical Thinking– Problem-solving– Communication
• Attitudes, Values, and Dispositions
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Characteristics of Good SLOs
• Comprehensive: Cover main program goals• Focus on the End: What students will do• Neither Too Broad Nor Too Specific• Measurable
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Ensuring Learning Opportunities
• Levels– Program: Curriculum Maps– Course: Syllabus, Assignments, Pedagogy
• Steps– Introduction– Reinforcement/Practice– Demonstrate Mastery
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Types of Measures
• *Direct– Exams– Written Assignments– Oral Presentations/Performances– Portfolios
• Indirect– Student Surveys– Exit Interviews
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Using Rubrics
• Types of Rubrics– Checklist– Rating Scale– *Descriptive
• Advantages of Rubrics– Differentiate Learning Objectives in an Assignment– Define Levels of Performance/Ensure Consistency– Clarify Faculty Expectations
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Setting Targets
• Local versus External Standards• Differentiated versus Minimum Standards• Value-Added Targets: Before/After Assessment• Historical Trends: Improvements over Time
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Collecting Evidence
• Every Year/Semester or Less Frequently?• All Classes or a Sample?• All Students or a Sample?• Individual Faculty or a Committee?
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Analyzing the Findings:What Do They Mean?
• Were the Findings Clear?• Were Measurement Tools Appropriate?• Was a Representative Sample Assessed?• Were the Sources Comparable?• Were Targets Met?• Were Targets Meaningful?• Were There Shortfalls in Student Learning?
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Using Assessment Results
• Reports– To Program Leaders and Faculty– To Oversight Bodies for Review
• Faculty Discussions• Action Plans– Individual Course Content and/or Pedagogy– Program: Purpose, SLOs, Curriculum, etc.– Assessment Process
• Recognize and Celebrate Good Results
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Useful Sources on Assessment
• Mary Allen, Assessing Academic Programs in Higher Education (2004)
• Trudy Banta, Assessing Student Learning: A Common Sense Guide, 2nd (2009)
• Barbara Walvoord, Assessment Clear and Simple: A Practical Guide, 2nd ed. (2010)
• American Association of College and Universities VALUE Rubrics (http://www.aacu.org/value/rubrics/index)