All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Aligning Assessment Across All University Levels
Unformatted Document Text:  continuous process of working to understand what our students are learning, how well they are learning it, and what contributes to their deepest and longest lasting learning. We should use assessment to inform us, to help us improve our practices, and/or to demonstrate our effectiveness in engaging students in learning what we expected. To that end, assessment should involve making our expectations explicit and transparent; setting appropriate criteria and standards performance; systematically gathering and interpreting evidence – just as any research methods course would emphasize is necessary; measuring outcomes against our expectations; and using the results to explain, improve, or demonstrate our own performance. Assessment can help us focus our collective attention on what is important to us; examine our assumptions; create a shared culture with goals of understanding, and assure quality higher education delivery (Angelo 1995: 7-9). To be effective, assessment should be an intrinsically educational – useful and meaningful – activity. It should assess what we do and how we do it – aka process – as well as what we expect the product – aka outcome. In addition, effective assessment will involve all relevant stakeholders, use multiple and faired measures, occur over time, and provide valuable feedback to those most affected by our actions. It is important to emphasize here that feedback should flow to students as well as to faculty, administrators, and appropriate accrediting agencies. As we design an assessment protocol, we benefit from considering the following set of questions: • Motivation – What’s the important question to answer or problem to solve? • Type of inquiry – Is your inquiry explanatory or confirmatory? • Stakeholders – Who’ll benefit from/be interested in the answer and/or solution? • Desired response – What do you hope will happen as a result of the assessment? Aligning Assessment Across All Levels page 2 of 34

Authors: Golich, Vicki.
first   previous   Page 2 of 34   next   last



background image
continuous process of working to understand what our students are learning, how well they are
learning it, and what contributes to their deepest and longest lasting learning. We should use
assessment to inform us, to help us improve our practices, and/or to demonstrate our
effectiveness in engaging students in learning what we expected.
To that end, assessment should involve making our expectations explicit and transparent;
setting appropriate criteria and standards performance; systematically gathering and interpreting
evidence – just as any research methods course would emphasize is necessary; measuring
outcomes against our expectations; and using the results to explain, improve, or demonstrate our
own performance. Assessment can help us focus our collective attention on what is important to
us; examine our assumptions; create a shared culture with goals of understanding, and assure
quality higher education delivery (Angelo 1995: 7-9).
To be effective, assessment should be an intrinsically educational – useful and meaningful –
activity. It should assess what we do and how we do it – aka process – as well as what we expect
the product – aka outcome. In addition, effective assessment will involve all relevant
stakeholders, use multiple and faired measures, occur over time, and provide valuable feedback
to those most affected by our actions. It is important to emphasize here that feedback should flow
to students as well as to faculty, administrators, and appropriate accrediting agencies.
As we design an assessment protocol, we benefit from considering the following set of
questions:
Motivation – What’s the important question to answer or problem to solve?
Type of inquiry – Is your inquiry explanatory or confirmatory?
Stakeholders – Who’ll benefit from/be interested in the answer and/or solution?
Desired response – What do you hope will happen as a result of the assessment?
Aligning Assessment Across All Levels
page 2 of 34


Convention
Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events!
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 2 of 34   next   last

©2012 All Academic, Inc.