Dr. Alethea Hampton , Associate Dean Mrs. Tanjula Petty, Director of - - PowerPoint PPT Presentation

dr alethea hampton associate dean
SMART_READER_LITE
LIVE PREVIEW

Dr. Alethea Hampton , Associate Dean Mrs. Tanjula Petty, Director of - - PowerPoint PPT Presentation

Dr. Alethea Hampton , Associate Dean Mrs. Tanjula Petty, Director of Assessment College of Education Alabama State University 1 November 14, 2011 A S S E S S M E N T The systematic gathering and analyzing of information to inform and


slide-1
SLIDE 1
  • Dr. Alethea Hampton , Associate Dean
  • Mrs. Tanjula Petty, Director of Assessment

College of Education Alabama State University November 14, 2011

1

slide-2
SLIDE 2
slide-3
SLIDE 3

A S S E S S M E N T

slide-4
SLIDE 4

 The systematic gathering and analyzing of information to inform and

improve student learning or programs of student learning in light of goal-oriented expectations (Walvoord & Johnson-Anderson, 1998).

 At the heart of education  About accountability  Help institutions make informed decisions

  • Curriculum
  • Pedagogy
  • Staffing
  • Programming

 Lead to wiser planning  A POWERFUL INSTRUMENT OF IMPROVEMENT

Walvoord, B., & Johnson-Anderson, V. (1998). Effective grading: A tool for learning and assessment.

slide-5
SLIDE 5

 A form of assessment in which students are

asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.

 Student performance on a task is typically

scored on a rubric to determine how successfully the student has met specific

  • standards. (Mueller)
slide-6
SLIDE 6

 To Improve  To Inform  To Prove

slide-7
SLIDE 7
  • 1. Pre-instruction
  • 2. During Instruction
  • 3. Post-instruction
slide-8
SLIDE 8
slide-9
SLIDE 9

Your program objectives should always identify: WHO is involved? WHAT are the desired outcomes? WHEN will the outcomes occur? HOW will the progress be measured?

slide-10
SLIDE 10
  • Goals must be realistic – you can’t

instill all of the knowledge for the program in one semester.

  • A goal is a general statement

about the aims or purposes of education in your program. They are broad.

  • Must prioritize – rank in order of

importance, you can’t accomplish it all at once.

slide-11
SLIDE 11
slide-12
SLIDE 12

A S S E S S M E N T

slide-13
SLIDE 13

 Group C & I

  • Early Childhood Education
  • Elementary Education
  • Secondary Education
  • Reading Specialist
  • Collaborative Education

 Group ISP

  • Instructional Leadership
  • Counseling (General & School)
  • Library Education Media

 Group HPER

Health

Physical Education

Recreation

 Group PSY

 Psychology  Group Field & Clinical  Group TEC

slide-14
SLIDE 14

 Write three (3) educational goals that are representative

  • f your unit.

 Now look at your list and ask yourself the following

questions:

  • Is it realistic?
  • Is it flexible?
  • Does it fit in with Vision 20/20 goals?
slide-15
SLIDE 15

 Learner outcome statements should

  • Specify the level, criterion, or standard for the

knowledge, skill, ability, or disposition that the student must demonstrate

  • Include conditions under which they should be able to

demonstrate their knowledge, skills, abilities or dispositions

  • Contain active verbs
  • Be measurable
  • Be stated so that the outcome can be measured by more

than one assessment method

slide-16
SLIDE 16

 Write three (3) learner outcomes and associate them

with the goals that you have created.

 Now look at your list and ask yourself the following

questions:

  • Are they aligned with program goals?
  • Are they measurable?
  • Can they be measured by more than one assessment method?
  • Are they framed in terms of the program and not individual

courses or students?

  • Are they simple—is there only one element in each objective

statement?

  • Do they describe intended learning outcomes and not actual
  • utcomes?
slide-17
SLIDE 17