Guides in Program Assessment Carrie Zelna, Ph.D. Director, Office - - PowerPoint PPT Presentation
Using Rubrics/Scoring Guides in Program Assessment Carrie Zelna, Ph.D. Director, Office of Assessment Division of Academic and Student Affairs Outcomes identify possible opportunities for using rubrics/scoring guides as a tool in program
Carrie Zelna, Ph.D. Director, Office of Assessment Division of Academic and Student Affairs
as a tool in program assessment
applied to program assessment
systematically (Norming, Sampling and Analysis)
Four Steps of Assessment
Linda Suskie 2009 Assessing Student Learning: A common sense guide. 2nd edition. Jossey-Bass.
1. Establish Learning Goals (Plan) 2. Providing Learning Opportunities (Act) 3. Assess Student Learning (Observe) 4. Use the results (Reflect)
Linda Suskie email on 4/4/2008 to the Assess listserve: “….understand that assessment is action research, not experimental research. While it is systematic, action research is context-specific, informal, and designed to inform individual practice. As such, it doesn't have the precision, rigor, or generalizability of experimental research. “
http://www.ncsu.edu/assessment/acad_uaap.htm
a set of 4-7 program-level student learning outcomes measured within a 3-5 year cycle using direct evidence
necessarily changes)
products for assessment
GN 311 GN 312 GN 421 GN 423 GN 425 GN 492/493 GN 434 GN 441 GN 451 GN 490 Principles of Genetics Elementary Genetics Laboratory Molecular Genetics Population, Quantitative, Evolutionary Genetics Advanced Genetics Laboratory Special Problems in Genetics Genes and Development Human and Biomedical Genetics Genome Science Colloquium LEARNING OUTCOMES Graduates will be able to: 1) Demonstrate a sound working knowledge of the principles of genetics A) Describe the basic concepts in molecular, population, quantitative and evolutionary genetics E L E, Q E M M E, O, R E, O, R E, O, P D, O B) Describe how knowledge in genetics is based upon research and the interpretation of experimental results E L E, Q E M E, O, R E, O, R E, O, P D, O C) Describe how model genetic systems are used to understand the biology of all organisms L E, Q M E, O, R E, O, R E, O, P D, O 2) Engage in scientific inquiry and apply technical, analytical and critical thinking skills to solving problems in genetics A) Demonstrate the ability to solve genetics problems in the classroom or laboratory E, H L E, Q E M M E, O, R E, O, R E B) Describe experimental systems used in genetics research. L M D, O C) Describe basic laboratory and computational techniques used in research areas such as transmission genetics, population genetics, cytogenetics and molecular genetics E,L E, Q E M M E, O, R E, O, R E, O, P D, O D) Develop hypotheses related to a research project L M M E) Design experiments aimed at answering hypotheses or basic genetics questions L E, Q E M M E, O, R E F) Demonstrate skill at collecting data and analyzing results L E, O, R E, O, R E, O, P Required Courses Elective Courses
Traditional Test Questions
Course Assessment: Rubrics/Scoring Guides http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm
“...reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills” *
Research Paper Capstone Project Article Reviews Film Analysis Case Study Error Analysis Panel Discussion Fishbowl Discussion Oral Presentations
Course Assessment: Rubrics/Scoring Guides * http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm
assignment” (Stevens & Levi, 2005, p. 3)
met based on data gathered through papers, observation, document analysis,
patterns of strengths and weaknesses that might allow for enhancements to the program.
3. Descriptive 4. Holistic 5. Structured Observation Guide
and provide feedback on content
appropriate (students in a class may help you create it)
you feel it is ready (3-5?)
group.
the same page (5 to 10)
in some cases
are not drifting
**My office can help choose random students for your assessment.
portfolios randomly chosen across the sections. You would analyze the results and repeat. Complete this three times then compare all the results. If you are seeing consistent results you can choose to stop. If you are not seeing consistent results then repeat again. When you start to see the same results consistently, you have reached what is known as "data saturation." When using qualitative methods, seeing the same consistent results is a key to knowing that your sample is representative of the population.
data
*Nothing says you have to have a quantitative value…..We will come back to this.
ID# Class Age Gender Paper Length Total Separation/ Objectivity Dissonance Understanding/ Change in Perspective Self- Perception Resolution Application/ Verification totals A FR 19 F 5 18 3 3 3 3 3 3 18 B SR 21 M 3 17 3 3 3 3 3 2 17 C FR 18 F 7 16 3 3 3 2 2 3 16 D SR 21 M 5 16 3 3 3 2 3 2 16 E SO 19 F 9 15 2 3 3 2 2 3 15 F FR 18 M 3 14 3 3 3 2 3 14 G SO 20 M 3 14 3 3 3 3 2 14 H SO 19 M 5 13 2 2 3 2 2 2 13 I FR 18 M 8 13 3 3 3 2 2 13 J JR 20 F 5 13 2 2 2 2 3 2 13 K SO 20 M 5 13 3 3 2 2 2 1 13 L FR 18 M 7 13 2 3 2 2 2 2 13 M JR 20 F 3 11 3 3 3 2 11 N FR 18 F 5 10 2 2 2 2 2 10 O SO 22 M 4 10 2 3 2 2 2 11 P FR 18 F 6 10 2 3 1 2 1 1 10 Q FR 19 M 9 9 2 2 1 2 1 1 9 R FR 18 M 3 9 2 3 2 1 1 9 S FR 18 M 15 7 2 1 1 1 1 1 7 T SO 20 F 4 7 1 2 1 2 1 7 Av erage Score 2.526315789 2.789473684 2.368421053 1.84210526 2.21052632 1.368421053 13.10526316
2 4 6 8 10 12 14 16 Separation/ Objectivity Dissonance Understanding/ Change in Perspective Self-Perception Resolution Application/ Verification Scale: 3 Scale: 2 Scale: 1 Scale: 0
Frequencies
Scale: 3 Scale:2 Scale: 1 Scale: 0 Separation/ Objectivity 9 10 1 2 Dissonance 14 5 1 2 Understanding/ Change in Perspective 10 6 3 3 Self-Perception 2 13 3 4 Resolution 6 10 4 2 Application/ Verification 3 6 5 8
you are seeing.
Sterling, VA:Stylus Publishing, LLC.
common sense guide. San Francisco, CA: Jossey-Bass.