WELCOME TO MODULE 1!
Module 1 Objectives:
- Classify the intended use(s) of the assessment results.
- Determine how the results of your assessment results will be used.
- Describe the differences between assessment for learning and assessment of learning.
- Determine whether learning will be best measured using formative assessment, summative assessment, or both.
rEVIEW: ASSESSMENT CYCLE AT TSJC
Before starting Module 1, please review the figure below, which represents the TSJC Learning Outcomes Assessment Cycle.
What is the process for measuring student learning outcomes at TSJC?
What is the process for measuring student learning outcomes at TSJC?
Why even do an assessment unless the faculty or evaluator knows exactly how the results are to be used? As you will see, the ways in which results are will be used influences many of the learning activities and assessment decisions.
To begin, we can determine who will use the assessment results, and why the assessments are being conducted, in two steps:
Step 1: Clarify the Reason(s) for Assessment
Step 2: Determine how the results of the assessment(s) will be used
To begin, we can determine who will use the assessment results, and why the assessments are being conducted, in two steps:
Step 1: Clarify the Reason(s) for Assessment
Step 2: Determine how the results of the assessment(s) will be used
step 1: clarify the reason(s) for assessment
Your first step is to state why you are designing this assessment. In your course syllabus, choose ONE course student learning outcome that you would like to use to design a method of assessment. Next, study the diagram below. In the diagram, you can see that what we measure is determined by the level of assessment (who?) and the purpose of the assessment (why?).
Figure 2: Taxonomy of Approaches to Assessment
Image from http://assessment.uconn.edu/what/index.html (modified from Terenzini, P. T. [1989]. Assessment with open eyes: Pitfalls in studying student outcomes. The Journal of Higher Education, 60[6], 644)
At TSJC, there are several LEVELS for assessment of student learning outcomes:
- Faculty members as individuals use course learning outcomes to measure student learning within their courses.
- Individual faculty members may collaborate as a group to analyze the results of course student learning outcomes for improvement in a particular course, or series of courses.
- Faculty members and Program Chairs analyze program level assessment data as a group to conduct program reporting and reviews in order to improve learning at the program level.
Simply put, accreditation is value. Reaching into our public, private, and professional lives, accreditation is proof that a collegiate program has met certain standards necessary to produce graduates who are ready to enter their professions.
-www.abet.org - Why Accreditation Matters
step 2: determine how the results of the assessment(s) will be used
As you can imagine, there are also several PURPOSES for assessment of student learning outcomes.
The primary purpose for measuring student learning is to improve student learning.
Example: The purpose of our writing assessment is to help the instructor and student identify weaknesses in the student’s writing skills in order to improve them.
Other purposes for assessment of student learning at the course level include:
The who’s and whys of assessment are further summarized in the table below:
Table 1: Clarifying Reasons for Assessment
The primary purpose for measuring student learning is to improve student learning.
Example: The purpose of our writing assessment is to help the instructor and student identify weaknesses in the student’s writing skills in order to improve them.
Other purposes for assessment of student learning at the course level include:
- Annual program reporting and multi-year program reviews
- Program-specific accreditation reporting (for examples, see TSJC Accreditation and Associations).
- Campus-wide learning outcomes (TSJC General Education Outcomes)
The who’s and whys of assessment are further summarized in the table below:
Table 1: Clarifying Reasons for Assessment
Who?
Departments, Institution
Institutional Leaders
Accreditor
Prospective Students
Donors
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Needs to know what?
How well are our strategies for student learning working? What can we do to improve?
What assessment strategies do we have in place? What do we need for successful assessment in the future?
Does the institution meet our standards for an assessment system? What advice could we offer to help the institution improve its system?
How good is the institution in helping me reach my learning, professional and personal education goals?
How well is this institution doing? Is it able to exercise appropriate accountability for my money?
|
why?
Make improvements in programs or general education
Recommended changes for improvement of assessment. Report to regional accreditor or other external audience
State, regional, or national accreditation review
Enrollment
Giving
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Table modified from Walvoord (2010)
Using the Learning Outcomes Assessment Blueprint Worksheet, answer QUESTION 1 under “Step 1. Clarify Reasons for Assessment.”
