University:
Boston University
Course:
CAS PS 101 | General Psychology
Academic year:

2020
Views:

124

Pages:

18
Author:

Jadyn Reeves

Assessing Evidence Assessment Planning ASSESSMENT Assessing Evidence Intentional activity based on agreed upon rubrics and benchmarks  Rubric: descriptions of the range of performance expected for a given dimension of learning  Benchmark: minimum standard for acceptable performance Example of an Assessment Rubric Outcome: Can explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words) Provides accurate explanations of information presented in mathematic al forms. Makes appropriate inferences based on that information. For example, accurately explains the trend data shown in a graph and makes reasonable predictions regarding what the data suggest about future events. Provides accurate explanations of information presented in mathematical forms. For instance, accurately explains the trend data shown in a graph. Provides somewhat accurate explanations of information presented in mathematical forms, but occasionally makes minor errors related to computations or units. For instance, accurately Explains trend data shown in a graph, but may miscalculate the slope of the trend line. Attempts to explain information presented in mathematical forms, but draws incorrect conclusions about what the information means. For example, attempts to explain the trend data shown in a graph, but will frequently misinterpret the nature of that trend, perhaps by confusing positive and negative trends. Example of an Assessment Rubric Civic Identity and Commitment Provides evidence of experience in civic engagement activities and describes what she/ he has learned about her or himself as it relates to a reinforced and clarified sense of civic identity and continued commitment to public action. Provides evidence of experience in civic engagement activities and describes what she/ he has learned about her or himself as it relates to a growing sense of civic identity and commitment. Evidence suggests involvement in civic engagement activities is generated from expectations or course requirements rather than from a sense of civic identity. Provides little evidence of her/ his experience in civic engagement activities and does not connect experiences to civic identity. Examples of Benchmarks “Graduates pass the state licensing exam with a minimum score of 90%.” “The majority of theses assessed against [this] rubric will receive a score of 4 or 5 (out of 5).” “Assessments of civic engagement will exceed those of peer institutions as measured by NSSE.” Direct and Indirect Evidence Program Learning Outcome Portfolio of student essays collected throughout student’s career. Compose lucid, well-researched, and well-argued critical essays about literary texts. Assessment of Evidence Rubric for assessing portfolio against learning outcome: lucid, well-researched, wellargued, critical Direct and Indirect Evidence Problems and projects embedded within courses. Survey of employers that hire graduates into research, development, and technical jobs. Capstone project. Program Learning Outcome Assessment of Evidence Minimum number of correct answers. Rubric for evaluating projects. Minimum level of employer satisfaction. Demonstrate the ability to solve real world marketing problems from strategic, creative, and technological perspectives. Direct and Indirect Evidence Placement rates. Employer survey. Program Learning Outcome Assessment of Evidence Benchmarks, minimum levels. Acquire the skills needed to be competitive in the high-tech job market. Direct and Indirect Evidence Direct observation of teaching. Course evaluations and evidence of student learning. Program Learning Outcome Assessment of Evidence Create rubric for assessing teaching and course evaluations against learning outcome. Sample course evaluations of Ph.D. students. Demonstrate ability to communicate and teach complex works and literary concepts effectively at the college and university level. Tips Next Actions ASSESSMENT PLANNING Assessment Planning Rules of Thumb  Do not need to assess every goal by every method for every student every year  Make sure evidence ties to a specific goal, e.g., if you collect placement information, this is evidence of…?  Stay at the program level  Determine when to assess – at graduation? At milestones along the path to degree? After certain experiences or course sequences? Assessment Planning Rules of Thumb Knowledge Retention and Synthesis One measure may provide evidence for multiple outcomes. Multiple, mixed measures help to validate findings.  Direct and indirect  Quantitative and qualitative  Summative and discrete Capstone Project Independent Thought Students afforded multiple opportunities to satisfy learning outcomes.  Program milestones and capstones.  Individual courses or assignments. Communication Public seminar on research findings. Effective Communication of Complex Concepts Lead class discussion in advanced seminar course Acceptance of paper for publication by peer-reviewed journal. Assessment Planning Focus on Type of Evidence Focus on Outcome Year 1: Senior exit survey Year 2: Capstone project Year 3: Evaluations of public presentations Year 4: Peer assessment/feedback tool Year 1: Outcome 1 Year 2: Outcome 2 Year 3: Outcome 3 Year 4: Outcome 4 Assessment Planning Start Here Choose a learning outcome Identify two types of evidence for that goal Incorporate results into program Determine when and how evidence will be collected Discuss and report results Collect and assess evidence Develop instruments for assessing evidence Next Steps The learning outcome we will evaluate this year is: The means of assessment is: The rubric or benchmark we will apply is: What are the next steps we need to take in order to implement this plan? Using Rubrics in Assessment Developing a rubric  Clearly define the outcome and the evidence.  Brainstorm a list of what you expect to see in the student work that demonstrates the particular learning outcome(s) you are assessing.  Keep the list manageable (3-8 items) and focus on the most important abilities, knowledge, or attitudes expected.  Edit the list so that each component is specific and concrete (for instance, what do you mean by coherence?), use action verbs when possible, and descriptive, meaningful adjectives (e.g., not "adequate" or "appropriate" but "correctly" or "carefully").  Establish clear and detailed standards for performance for each component. Avoid relying on comparative language when distinguishing among performance levels. For instance, do not define the highest level as "thorough" and the medium level as "less thorough". Find descriptors that are unique to each level.  Develop a scoring scale.  Test the rubric with more than one rater by scoring a small sample of student work. Are your expectations too high or too low? Are some items difficult to rate and in need of revision? Using a Rubric  Evaluators should meet together for a training/norming session.  A sample of student work should be examined and scored  More than one faculty member should score the student work. Check to see if raters are applying the standards consistently.  If two faculty members disagree significantly (.e.g. more than 1 point on a 4 point scale) a third person should score the work.  If frequent disagreements arise about a particular item, the item may need to be refined or removed. Adapted from: http://web.virginia.edu/iaas/assess/tools/rubrics.shtm Learning Outcomes Not “Us” What we do or offer But “Them” What a student should know or be able to do Specific Broad “Demonstrate critical thinking skills” “Analyze complex texts and other documents.” “Demonstrate ability to apply at least two different textual analysis methodologies to complex written works.” Collecting Evidence Gather over time by outcome by measure Sampling: do I need to collect evidence from all students or only some? Do I need to collect all of their (exams, papers…) or only some?

Evidence for Program Learning Outcomes Assessment

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