Assessment at Baruch College What Are We Doing & Why?

Transcription

1 Assessment at Baruch College What Are We Doing & Why? Dr. Marjorie Dorimé-Williams

2 What is Academic Assessment? Ongoing process aimed at understanding and improving student learning. Making our expectations explicit and public. Setting appropriate standards for learning quality. Gathering and using evidence to analyze performance and standards. Using the results to improve performance and standards.

3 Three Step Assessment Process

4 Set Standards For Learning Missions Goals Objectives

5 Example Learning Goals Masters In Financial Engineering: Apply mathematical models to the study of financial instruments across markets. Demonstrate excellent presentation and communication skills. Psychology: Compare and contrast the basic content areas and methodologies of psychology. Evaluate different theoretical approaches in psychology and explain why different approaches use different methodologies. Philosophy: Recognize and construct logically well-formed arguments.

6 Systematically Gather, Analyze, and Interpret Evidence Develop assessment plans Identify performance indicators Analyze and interpret data

7 How could you measure the following learning goals? Recognize and construct logically well-formed arguments. Evaluate different theoretical approaches in psychology and explain why different approaches use different methodologies.

8 Instruments for Assessment Masters In Financial Engineering: Final exam responses, homework submissions, and final exam grades Psychology: A standardized multiple choice assessment (ACAT), evaluating knowledge in 6 areas of psychology. A research methods assignment. Philosophy: A 10 question, multiple choice questionnaire, with different questions keyed to different learning goals.

9 Use Information to Improve Performance Implement program, service and curriculum changes Revise assessment plans Reevaluate mission goals and objectives in light of findings

10 Learning from Findings Masters In Financial Engineering: The evaluation of course presentations revealed that students presentation skills were deficient. The department is addressing this by modifying their communication courses. English: Findings from an assessment of English majors showed that overall students were not meeting expectations as was anticipated. New courses specifically for English majors have been implemented as a result. Philosophy: Discussion of the assessment raised questions about the tool used to assess learning goals. The process is being revised so that each learning goal will be assessed through its own quiz.

11 Guidelines Assessment Planning Curriculum & Activity Maps Rubric Building & Scoring Using Assessment Information

12 Assessment Planning Create outcomes-based assessment plans that include clearly defined measures, targets, and findings. Design an assessment plan/schedule that identifies which learning goals will be assessed and when. Create an assessment; decide what are the specific, measurable characteristics or changes that represent achievement of a learning goal Create specific grading criteria for the assessment. Clearly explain the method used to measure student learning relative to a given outcome Determine where the assessment is to be administered

13 Direct Measures Direct Measures Course Level Program Level Institutional Level * Course and homework assignments * Examinations and quizzes * Standardized tests * Term papers and reports * Observations of field work, internship performance, service learning, or clinical experiences *Research projects * Class discussion participation * Case study analyses * Rubric (a criterion-based rating scale) scores for writing, oral presentations, and performances * Artistic performances and products * Capstone projects, senior theses, exhibits, or performances * Pass rates or scores on licensure, certification, or subject area tests * Student publications or conference presentations * Employer and internship supervisor ratings of student performance * Performance on tests of writing, critical thinking, or general knowledge * Rubric (criterion-based rating scale) scores for class assignments in General Education, interdisciplinary core courses, or other courses required of all students * Performance on achievement tests * Explicit self-reflections on what students have learned related to institutional programs such as service learning (e.g., asking students to name the three most important things they have learned in a program).

14 Indirect Measures Indirect Measures Course Level Program Level Institutional Level * Course evaluations * Test blueprints (outlines of the concepts and skills covered on tests) * Percent of class time spent in active learning * Number of student hours spent on service learning * Number of student hours spent on homework * Number of student hours spent at intellectual or cultural activities related to the course * Grades that are not based on explicit criteria related to clear learning goals * Focus group interviews with students, faculty members, or employers * Registration or course enrollment information * Department or program review data * Job placement * Employer or alumni surveys * Student perception surveys * Proportion of upper-level courses compared to the same program at other institutions *Graduate school placement rates * Locally-developed, commercial, or national surveys of student perceptions or self-report of activities (e.g., National Survey of Student Engagement) * Transcript studies that examine patterns and trends of course selection and grading * Annual reports including institutional benchmarks, such as graduation and retention rates, grade point averages of graduates, etc.

15 Curriculum & Activity Map

16 Responses to Results Are What Matters To Middle States To Students To You