All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Aligning Assessment Across All University Levels
Unformatted Document Text:  Ideally, your departmental faculty will have worked together to identify what graduates with your major should be able to think, know, or do. And, ideally, these will have been informed, at least in part, by institutional mission and goals. This makes your job a little easier, as your classroom learning outcomes goals will derive from the curricular learning outcomes in your major…. no one class session is likely to generate a lasting learning outcome; rather learning outcomes are embedded in student “pschyes” by overlapping reinforcements over time. Your goal is to add substance and glue to important content, skills, and attitudes relevant to your major. In the end, your disciplinary learning outcomes should inform assessment activities (Golich, et al. 2000; emphasis in original). Hopefully, one lesson faculty will take from a comprehensive assessment campus culture, is that no one person is ultimately responsible for any one student’s entire learning experience; rather, students learn from many teachers across many disciplines on their way to graduation. This should take some of the pressure off of each faculty member from thinking s/he has to “do it all,” which is one of the more common complaints when identifying SLOs for a degree program or university. Therefore, each faculty member should be able to determine which SLOs to introduce or reinforce as appropriate to the course content and class level, and as part of a broader departmental conversation about the content and skills critical to the degree program. Global Studies Degree Program As noted above, CSUSM’s proposal for a Global Studies major was supported by a grant from the U.S. Department Education designed specifically to support faculty and curriculum development in the area of international studies and modern foreign languages. Much like the CSU and CSUSM’s proposal process, the grant program requires substantial information about Aligning Assessment Across All Levels page 16 of 34

Authors: Golich, Vicki.
first   previous   Page 16 of 34   next   last



background image
Ideally, your departmental faculty will have worked together to identify what
graduates with your major should be able to think, know, or do. And, ideally,
these will have been informed, at least in part, by institutional mission and goals.
This makes your job a little easier, as your classroom learning outcomes goals
will derive from the curricular learning outcomes in your major…. no one class
session is likely to generate a lasting learning outcome; rather learning outcomes
are embedded in student “pschyes” by overlapping reinforcements over time.
Your goal is to add substance and glue to important content, skills, and attitudes
relevant to your major. In the end, your disciplinary learning outcomes should
inform assessment activities (Golich, et al. 2000; emphasis in original).
Hopefully, one lesson faculty will take from a comprehensive assessment campus culture, is
that no one person is ultimately responsible for any one student’s entire learning experience;
rather, students learn from many teachers across many disciplines on their way to graduation.
This should take some of the pressure off of each faculty member from thinking s/he has to “do it
all,” which is one of the more common complaints when identifying SLOs for a degree program
or university. Therefore, each faculty member should be able to determine which SLOs to
introduce or reinforce as appropriate to the course content and class level, and as part of a
broader departmental conversation about the content and skills critical to the degree program.
Global Studies Degree Program
As noted above, CSUSM’s proposal for a Global Studies major was supported by a grant
from the U.S. Department Education designed specifically to support faculty and curriculum
development in the area of international studies and modern foreign languages. Much like the
CSU and CSUSM’s proposal process, the grant program requires substantial information about
Aligning Assessment Across All Levels
page 16 of 34


Convention
All Academic Convention is the premier solution for your association's abstract management solutions needs.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 16 of 34   next   last

©2012 All Academic, Inc.