University:
Boston University
Course:
CAS EC 223 | Statistical Analysis
Academic year:

2022
Views:

416

Pages:

13
Author:

5CelestialChronicle

ASSESSMENT OVERVIEW Are students learning…. …what we think we are teaching? How do we know? What is Assessment? Assessment is “the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.” (Palomba and Banta 1999) Course-level vs. program-level assessment Assessment begins with real questions you would like to answer about student learning in a program and ends with action. Steps in the assessment cycle • Define program goals/mission • Establish learning outcomes • Determine opportunities for students to demonstrate • • • • learning Establish a research question or goal and collect pertinent evidence Evaluate and interpret student evidence Based on results, create and implement a plan to improve the program and student learning Communicate results in an annual assessment report (due November 15) Cycle of Assessment Gather evidence Identify assessment methods Implement curricular change Mission Goals Outcomes Interpret evidence Evaluate effectiveness Some guiding principles… • Assessment is a natural, scholarly act • Assessment should be simple, sustainable, and • • • • meaningful to those involved Assessment consists of three main steps: setting goals, gathering information, and taking action Center efforts around student classroom work Consider how best to communicate your assessment efforts to those outside of the particular culture of your department Build on what you are already doing …and some pitfalls • Avoid making the process overly complicated. • Avoid focusing on collecting data no one is using. • Avoid thinking about assessment in terms of compliance. Develop Learning Outcomes What do we want students to be able to do when they complete our course of study? Use language that focuses on what students will demonstrate. Consult relevant professional organizations (see the National Institute for Learning Outcomes Assessment website for examples) http://www.learningoutcomeassessment.org/collegesuniversityprograms.html Consult the Provost’s PLOA website for examples from other BU programs http://www.bu.edu/provost/resources/program-learning-outcomes-assessment/learningoutcomes-by-program/ Identify Assessment Measures Direct measures: Senior theses, final papers, or other graded projects, comprehensive exams, certification or licensure exams, capstone courses, portfolio evaluations, writing proficiency exams, performance assessments for graduating seniors, locally developed pre- and post- tests, GRE subject exams. Indirect measures: Student surveys, focus group discussions, job placement data, exit interviews, alumni surveys, tracking of alumni awards and achievements, employer surveys, graduate school acceptance rates. Deciding where to begin • Always begin with genuine questions you would like to answer about the program. • Feedback from APR • Recent curricular changes, pedagogical innovations, or faculty development efforts you would like to evaluate • Other evidence (NSSE survey results, student or alumni focus group, anecdotal information) Gathering evidence and setting criteria Which student work / evidence will you consider? All students, or a significant sample? Who will evaluate the work? According to what criteria? How will results be shared with the department to decide on appropriate action? Devise a simple organizational structure or make use of existing faculty structures and regular meetings in the department Taking action • “closing the loop” • Ask: is additional information or evidence needed to make an informed decision? • Is curricular change warranted? • Could changes in teaching approaches make a difference? • What kinds of faculty development might help? • Assign responsibility for implementing changes and follow up on their impact