Author's Keywords: departmental assessment, mission-based assessment; assessment concerns	Convention All Academic Convention makes running your annual conference simple and cost effective. It is your online solution for abstract management, peer review, and scheduling for your annual meeting or convention. 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.
Association: Name: APSA Teaching and Learning Conference URL: http://www.apsanet.org
Citation: URL: http://citation.allacademic.com/meta/p245581_index.html Direct Link: HTML Code:

Deardorff, Michelle. and Folger, Paul. "Making Assessment Matter: Changing Cultures, Improving Teaching, and Transforming Departments" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, San Jose Marriott, San Jose, California, Feb 22, 2008 <Not Available>. 2013-05-07 <http://citation.allacademic.com/meta/p245581_index.html>

Deardorff, M. D. and Folger, P. J. , 2008-02-22 "Making Assessment Matter: Changing Cultures, Improving Teaching, and Transforming Departments" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, San Jose Marriott, San Jose, California Online <APPLICATION/PDF>. 2013-05-07 from http://citation.allacademic.com/meta/p245581_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: Assessment requirements frequently alarm departments and faculty: fear of loss of autonomy, distraction from primary departmental goals, and the creation of alien and artificial external standards all distract us from assessment’s potential. As a result, many departmental leaders believe that assessment will not work in their departments. This chapter demonstrates two distinct approaches toward departmental assessment, arguing that departmental circumstances should dictate the appropriate assessment model. The Structural Implementation or “Mission-Based” model begins with the establishment of a mission, learning objectives, and a subsequent curriculum; assessment is integrated into the very definition of the program. This model works best in young departments, liberal arts institutions, and programs heavily reliant on adjunct instructors. The second approach, Grassroots Implementation or “Question-Based” assessment, demonstrates how effective, simple course assessment techniques can easily become the core of a comprehensive departmental assessment plan. Building on successful classroom assessment, a department articulates a shared objective and creates a simple, non-threatening assessment process that could pave the way for more integrated assessment approaches. This model is most appropriate for larger programs, departments with many tenured and disengaged faculty, or programs with limited institutional support for assessment. If departments are able to identify which structure is most appropriate for their own cultures and circumstances, assessment may be more fertile and possibly culturally transformative for the department.

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