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Wssu session 2

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Belinda Brewster-Clémence
Belinda Brewster-Clémence
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MEASURING STUDENT LEARNING OUTCOMES Terri Manning, Ed.D
Questions About Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],Assessment Clear and Simple, Walvoord, 2004
In a perfect world ,[object Object],[object Object],[object Object]
The Perfect World Method ,[object Object],[object Object],[object Object]
The Perfect World Method ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Perfect World Method ,[object Object],[object Object],[object Object],[object Object]
The Real World ,[object Object]
A Six Step Process for Outcomes ,[object Object],[object Object],[object Object],[object Object]
Step Two ,[object Object],[object Object]
Steps Three ,[object Object]
Step Four ,[object Object],[object Object]
Step Five ,[object Object]
Step Six ,[object Object]
[object Object],Characteristics of Good Assessment
Good Assessment is Used ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Good Assessment is Cost Effective ,[object Object],[object Object],[object Object],[object Object],[object Object]
Good Assessment is Accurate and Truthful ,[object Object],[object Object],[object Object],[object Object],[object Object]
Good Assessment is Valued ,[object Object],[object Object],[object Object]
Good Assessment Arise from Clear and Important Goals ,[object Object],[object Object],[object Object]
Let’s Talk Best Practices ,[object Object],[object Object],[object Object],[object Object]
Written Resources ,[object Object],[object Object],[object Object]
[object Object],What an Accrediting Commission Should Expect of Institutions
Principle One ,[object Object],[object Object]
“ An Institution’s Learning Mission ,[object Object]
Quote ,[object Object]
Key Points - Quote ,[object Object]
Quote ,[object Object],[object Object],[object Object],[object Object]
Principle Two ,[object Object],[object Object]
How An Institution Accomplishes This ,[object Object],[object Object],[object Object],[object Object]
Simply put… ,[object Object],[object Object],[object Object]
Questions to ask… ,[object Object],[object Object],[object Object]
Principle Three ,[object Object],[object Object]
The Process ,[object Object],[object Object],[object Object],[object Object]
Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]
Principle Four ,[object Object],[object Object]
A Stakeholder ,[object Object],[object Object],[object Object],[object Object]
Principle Five ,[object Object],[object Object],[object Object]
Capacity Building ,[object Object],[object Object]
Characteristics of Capacity that Lead to Institutional Improvement ,[object Object],[object Object],[object Object]
Characteristics, cont. ,[object Object],[object Object]
Characteristics, cont. ,[object Object],[object Object]
Do We Need to Worry About the Six Critical Factors in Assessment Tools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Reliability ,[object Object],[object Object],[object Object],[object Object]
Reliability ,[object Object],[object Object],[object Object],[object Object]
Methods of testing reliability ,[object Object],[object Object],[object Object],[object Object],[object Object]
Validity ,[object Object],[object Object],[object Object],[object Object]
Content Validity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Construct Validity ,[object Object],[object Object],[object Object],[object Object]
Predictive Validity ,[object Object],[object Object],[object Object],[object Object]
Appropriateness ,[object Object],[object Object]
Objectivity ,[object Object],[object Object],[object Object]
Feasibility ,[object Object],[object Object]
Sensitivity ,[object Object],[object Object],[object Object]
[object Object],Rubrics
Rubrics ,[object Object],[object Object],[object Object]
How They Help Students ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How Rubrics Help Faculty ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Five-point Scales Grade/ Point Characteristics 5 Argument pertains to relationship between social factors and educational opportunity and is clearly-stated and defensible. 4 Argument pertains to relationship between social factors and educational opportunity and is defensible, but it is not clearly-stated. 3 Argument pertains to relationship between social factors and educational opportunity but is not defensible using the evidence available. 2 Argument is presented, but it does not pertain to relationship between social factors and educational opportunity. 1 Social factors and educational opportunity are discussed, but no argument is presented.
Three Point Scales Grade/ Point Characteristics 3 Argument pertains to relationship between social factors and educational opportunity and is clearly-stated and defensible. 2 Argument pertains to relationship between social factors and educational opportunity but may not be clear or sufficiently narrow in scope. 1 Social factors and educational opportunity are discussed, but no argument is presented.
Simplified Three-point Scale Ideal Outcome       Argument pertains to relationship between social factors and educational opportunity and is clearly-stated and defensible 3 2 1
Practice on Rubrics ,[object Object],[object Object],[object Object],[object Object]
Faculty Fear ,[object Object],[object Object],[object Object],[object Object]
How Do We Use What We Learn ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Using Results ,[object Object],[object Object],[object Object],[object Object],[object Object]
Use of Results ,[object Object],[object Object],[object Object],[object Object]
Major Issue Facing Faculty ,[object Object],[object Object],[object Object],[object Object],[object Object]
You need two things ,[object Object],[object Object],[object Object],[object Object],Assessment Clear and Simple, Walvoord, 2004
When Assessment Doesn’t Work ,[object Object],[object Object],[object Object],[object Object],[object Object],Assessment Clear and Simple, Walvoord, 2004
Bring Faculty On-board ,[object Object]
1. Build assessment around the regular, ongoing work of teaching and learning ,[object Object]
2. Integrate assessment into the preparation of graduate students;   Finding this is the exception rather than the rule but it is occurring more often.
3. Reframe assessment as scholarship ,[object Object]
4. Make a place for assessment in faculty development ,[object Object]
5. Create campus spaces and occasions for constructive assessment conversations and action ,[object Object]
6. Involve students in assessment. ,[object Object]
Questions We Should Ask Ourselves ,[object Object],[object Object],[object Object],[object Object],[object Object]
Things to Remember ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Wssu session 2

  • 1. MEASURING STUDENT LEARNING OUTCOMES Terri Manning, Ed.D
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  • 58. Five-point Scales Grade/ Point Characteristics 5 Argument pertains to relationship between social factors and educational opportunity and is clearly-stated and defensible. 4 Argument pertains to relationship between social factors and educational opportunity and is defensible, but it is not clearly-stated. 3 Argument pertains to relationship between social factors and educational opportunity but is not defensible using the evidence available. 2 Argument is presented, but it does not pertain to relationship between social factors and educational opportunity. 1 Social factors and educational opportunity are discussed, but no argument is presented.
  • 59. Three Point Scales Grade/ Point Characteristics 3 Argument pertains to relationship between social factors and educational opportunity and is clearly-stated and defensible. 2 Argument pertains to relationship between social factors and educational opportunity but may not be clear or sufficiently narrow in scope. 1 Social factors and educational opportunity are discussed, but no argument is presented.
  • 60. Simplified Three-point Scale Ideal Outcome       Argument pertains to relationship between social factors and educational opportunity and is clearly-stated and defensible 3 2 1
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  • 71. 2. Integrate assessment into the preparation of graduate students;   Finding this is the exception rather than the rule but it is occurring more often.
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