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Assessing Academic Bridge Courses

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Jean Richie
Jean Richie

The document summarizes the assessment process for academic bridge courses at Marquette University. It outlines the university's assessment mandate, the program's learning outcomes in four areas, how assessments are embedded in two courses, results from the first assessment cycle, and actions to improve student learning. Advice is provided for assessing academic bridge courses, such as allowing time for planning, directly measuring outcomes, analyzing evidence as a staff, and making assessments manageable.

Education
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Assessing Academic Bridge Courses Jean M. Czaja & Brooke Haley Marquette University TESOL 2010—Boston, MA March 25, 2010 162B Boston Convention Center 3-3:45pm
Presentation Outline ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Our Context ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Our Mandate & Timeline ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Three Levels of Marquette’s Assessment Process ESL Program Information adapted from Marquette assessment literature
Marquette’s Assessment Process ,[object Object],Feedback for continuous improvement Information adapted from the Marquette assessment website
Steps for Designing Our Assessment Plan ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Our Assessment Plan ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Program Learning Outcomes Performance Indicators Measures Use of the Information ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],ESLP faculty will collect, analyze, aggregate data, and present a report to the Director and staff of the Office of International Education. The information will be discussed and commented upon by the staff and faculty for the purpose of advancement of students’ proficiency and program evaluation. 2. Read academic English texts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Same as above 3. Listen to and speak using academic English ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Same as above 4. Use grammar, punctuation, and mechanics in academic writing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Same as above
How We are Carrying Out Assessment in ESLP 82: Writing Program Learning Outcome 1: Writing using academic English Performance Indicators Measures ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How We are Carrying Out Assessment in ESLP 182: Rhet/Com for Non-Native Speakers Program Learning Outcome 4: Use grammar, punctuation, and mechanics in academic writing Performance Indicators Measures ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Data from First Assessment Cycle Program Learning Outcome 1: Write using academic English Measures Used to Assess the Outcome: Final Research Paper in ESLP 82 Total Number of Students Assessed: 12 Program Learning Outcomes Performance Indicators Developing (CD, D, F) Competent (B, BC, C) Proficient (A, AB) ,[object Object],[object Object],0 2 10 ,[object Object],2 7 3 ,[object Object],0 7 5
Data from First Assessment Cycle (cntd.) Program Learning Outcome 4: Use grammar, punctuation, and mechanics in academic writing Measures Used to Assess the Outcome: Revision of ENGL 1 Paper #1 at the end of ESLP 182 and 100-point diagnostic test given at the end of the semester Total Number of Students Assessed: 23 and 22 respectively Program Learning Outcomes Performance Indicators Developing (CD, D, F) Competent (B, BC, C) Proficient (A, AB) 4. Use grammar, punctuation, and mechanics in academic writing ,[object Object],5 13 5 ,[object Object],1 6 15 ,[object Object],No data collected No data collected No data collected
Conclusions from First Assessment Cycle ,[object Object],[object Object],[object Object],[object Object]
Actions We are Taking to Improve Students’ Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Advice for Assessing Academic Bridge Courses ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Advice for Assessing Academic Bridge Courses (cntd.) ,[object Object],[object Object],[object Object]
Thank You & Electronic Copies ,[object Object],[object Object]

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Assessing Academic Bridge Courses

  • 1. Assessing Academic Bridge Courses Jean M. Czaja & Brooke Haley Marquette University TESOL 2010—Boston, MA March 25, 2010 162B Boston Convention Center 3-3:45pm
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  • 5. Three Levels of Marquette’s Assessment Process ESL Program Information adapted from Marquette assessment literature
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Editor's Notes

  1. Assessing Academic Bridge Courses March 25, 2010
  2. Assessing Academic Bridge Courses March 25, 2010
  3. Assessing Academic Bridge Courses March 25, 2010
  4. Assessing Academic Bridge Courses March 25, 2010