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Summary

\n

There has been a recent interest in including learning tasks that support connectivity and interactivity between student to enhance learning and performance.  Student interactions of this type allow for discussions in which students learn through the tensions between ideas and differences of opinion. Evidence has shown that the incorporation of web based learning can change the format of lecture from an introduction of new content to a “workshop” format that allows for more discussion and interaction.  This article compares a course run using traditional lecture style teaching and a second version using hybrid teaching methods to determine if there was a significant difference in the performance of the students.  This comparison was completed by using the final grades of the class and the assessment of the course to analyze performance and engagement of the students.  After the analysis was performed it was found that there was not a statistically significant difference in the average grade of the classes.  The course evaluation showed overall less satisfaction with the hybrid course, with only “assignments aided in learning” receiving higher marks in the hybrid course.  Though the grades were not significantly different students in the hybrid course felt that the workload was too heavy, with inadequate learning of the material.   The role of the professor in engaging and directing the student is paramount to success in hybrid courses.

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Summary

\n

A Five-Dimensional Framework for Authentic Assessment

\n

Judith T.M. Gulikers; Theo J. Bastiaens; Paul A. Kirschner

\n

This paper first details a five-dimensional framework for designing and implementing authentic assessment, and further provides results from qualitative study in a nursing college in order to determine efficacy of the described model, as well as the perceived comparative importance of each of the first dimensions. The authors defined authentic assessment as \"an assessment requiring students to use the same competencies or combinations of knowledge, skills, and attitude they need to apply in the criterion situation in professional life\", and considered the following 3 principles while designing the framework:

\n

1. Authentic assessment needs to be aligned with authentic instruction.

\n

2. Authentic assessment must require students to demonstrate learning outcomes through \"a significant, meaningful, and worthwhile accomplishment\".

\n

3. Since authenticity is a subjective concept, students' and instructors' perception of the authentic assessment must be considered.

\n

The Five-Dimensional Framework

\n

The five dimensions are:

\n

1. The assessment task

\n\n

2. Physical context

\n\n

3. Social context

\n\n

4. Assessment result or form

\n\n

5. Assessment criteria

\n\n

In order to determine 1. if the framework is complete, and 2. if and how students and instructors differ in what they perceive to be important in authentic assessment, the authors conducted a qualitative study in a nursing college with instructors, second-year students, and fourth-year students. Results indicated that the framework was adequate in developing authentic assessments. The social context dimension was considered to be least important, while task, result/form, and criteria were deemed most important. Senior students and instructors agreed on ideas of the theoretical framework, while second-year students did not.

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Recommendations

\n

The report offers many suggestions and tips for learning outcomes objectives.  Some of these are listed below, though this is in no way an exhaustive list of the recommendations from this report.

\n

1.Steps for building assessment of student learning outcomes

\n

-Develop learning objectives

\n

-Check for connection between curriculum and the objectives

\n

-Develop an assessment plan

\n

-Collect assessment data

\n

-Use results to improve program

\n

-Examine and revise plan as needed

\n

2.Successful assessment requires

\n

-Guidelines that clarify purpose and use of assessment 

\n

-Articulation of the goals and objectives for learning 

\n

-The development of meaningful assessment plans

\n

3.Institution wide planning

\n

-Embed assessment into high energy and high stakes processes

\n

-Create a committee and a coordinator for assessment 

\n

-Understand the task, the audience and the purpose for assessment 

\n

-Determine and convey university wide learning goals

\n

-Audit assessment on a regular basis

\n

-Use the information from reviews to strengthen assessment 

\n

 

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Summary        

\n

This article offers an overview of the current knowledge on assessment outcomes.  In the views of this report assessment is needed for learning and for effective teaching.  Assessment should be part of any quality learning environment.  The four fundamental components of learner-centred assessment are:  determining and articulating intended outcomes, selecting appropriate assessment tools, ensuring in- and out of class experiences support these outcomes and uzin reviews of assessment to improve teaching.  Included in the document are samples of potential assessments in order to facilitate the learning of different outcomes.  This report represents a substantial literature review which covers the main topics of the field. 

\n

 

\n

 

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Summary

\n

Measuring Educational Gains from Participation in Intensive Co-Curricular Experiences at Bridgewater State University

\n

Cathryn Turrentine

\n

Turrentine describes a valuable way of assessing the educational value of student participation in intensive co-curricular activities. Researchers administered the National Survey of Student Engagement (NSSE) to first and senior year students registered for both the fall and spring terms. NSSE questions gathered information on students' participation (and extent of participation) in previously defined \"intensive\" co-curricular activities, the various types of gains they have achieved from their overall educational experience, and their demographics (race, gender, etc.).

\n

The described method took into consideration the following challenges/limitations that impede effective assessment:

\n

1. Previous assessments of co-curricular activities rely almost exclusively student self-reports about the value of these experiences. These response can be biased - students who enjoy[ed] the activity may inflates its value.

\n

- Study addressed this by using the NSSE institutional-contribution-to-gains questions as the primary dependent variables. Students are asked to consider entire educational experience when describing gains. Co-curricular activities are not referenced.

\n

2. It is difficult to determine educational value of these activities persist over time.

\n

- Study addressed this by only considering responses from senior students who engage or have previously engaged in co-curricular activities.

\n

3. Potential confounding variables (gender, major, race/ethnicity, etc.) must be considered.

\n

- Study addressed this by using a one-for-one matched comparison on six potentially confounding variables: gender, race/ethnicity, first-generation status, major, classification, and self-reported grades.

\n

The major questions this study addressed are as follows:

\n

1. Are there significant differences in the gains students achieve between participant group (students who participate in intensive co-curricular activities) and comparison groups (students who do not)?

\n

2. Are there significant differences in the overall satisfaction with educational experience between participant and comparison groups?

\n

3. Within participant group, is there a significant relationship between # of years of co-curricular participation and amount of gains?

\n

4. Within participant group, is there a significant relationship between # of years of co-curricular participation and overall satisfaction with educational experience?

\n

Though results indicated that participants experienced greater gains, researchers acknowledge that not all intensive co-curricular activities were considered (ex. research projects), nor were all potential confounding variable controlled for (ex. student employment).

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Summary

\n

Cmor, D., Chan, A., Kong, T., Koufogiannakis, D., Brettle, A., Dunaway, M. K., et al. (2010). Course-integrated learning outcomes for library database searching: Three assessment points on the path of evidence. Evidence Based Library and Information Practice, 5(1), 202. Retrieved from http://resolver.scholarsportal.info/resolve/1715720x/v05i0001/202_clofldpotpoe

\n

            This study assessed student-learning outcomes (specifically related to basic database searching) at three different points. Three distinct assessment methods were used:

\n
    \n
  1. Analysed in-class student exercises after initial workshop/lesson - Researchers acquired quantifiable data for the proportion of students who displayed desired learning outcome immediately after lesson.         
    2. \n
  2. Two weeks after initial workshop/lesson, observed student presentations which required students to display learning outcomes (successful database searching)- Researchers acquired quantifiable data for the proportion of students who displayed desired learning outcome in \"authentic\" environments.
    3. \n
  3. Interviewed course instructors responsible for grading students - Researchers acquired qualitative data on student improvement and instructors' perceptions of the impact of the initial workshop.
    4. \n
\n

The study found that data acquired from analysis of in-class exercises (which showed a 70% successful learning rate) were not in line with data gathered from presentation observations and instructor interviews (which showed very few students displaying desired learning outcomes). The study concluded that students successfully displayed learning outcomes in simulated environment (i.e. in-class exercises) but not in \"authentic\" environments (i.e. personal research projects).

\n

Comments on Principles

\n

- Multi-level and multi-type assessments over a period of time successful identifies if students are retaining knowledge and displaying learning outcomes in authentic scenarios.

\n

- Assessment of learning outcomes in both simulated environments (in-class exercises) and authentic environments (personal research project) good way of determining the successes and/or deficiencies of the simulated environment - is the simulated environment  similar enough to real world scenarios?

\n

- Interviews with instructors good way of determining how students displaying learning outcomes outside of workshops.

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Summary - Conference Paper

\n

 Track Program Assessment:  Candace C. Young, Brian K. Arbour, Jill Abraham Hummer

\n

 ASPA Learning and Teaching Conference (2010) in relation to political science eduation - Young, Arbour, and Hummer note that panel participants express a need for expanding assessment to include assessment of behavioural outcomes. In the discipline of political science, these outcomes include \"citizenship, academic efficacy, and cultural diversity\". Panelists also argue that assessment practices and results should advance the larger discipline (in this case, political science) and the broader higher education community. In other words, there needs to be assessment for the sake expanding community and learning rather than demonstrating accountability; thus, assessment results need to be relevant (and accessible) to the non-academic community as well.

\n

 

\n

Panelists' concerns: At the level of programmatic assessment, faculty members are expected to carry out assessment activities alongside their regular workloads. Limited time and department resources thereby limit their investment in the assessment enterprise. Potential solutions to this dilemma include giving faculty members the freedom to create their own assessment procedure while also being encouraged to keep annual assessment reports to organise data, and developing class/assignment rubrics that align with departmental/programmatic outcomes.

\n

 

\n

Comment on Principles

\n

Though Young et al.'s conference notes do not describe specific assessment methods, they do make note of the rising emphasis on assessing behavioural outcomes. Good to look into.

\n

 

\n

Relevant papers presented at conference:

\n

‘Killing Two Birds with One Stone’: Using Rubrics to Make the Grading and Assessment of Political Science Capstones Easier - Jan Hardt

\n

Implementing and Assessing the “Diversity” Learning Goal - Jill Abraham Hammer

\n

It's Time for Faculty to Coopt Assessment - Candace C. Young

\n

Survey of Curriculum and Assessment in Political Science Degree in the United Kingdom - Mathew Wyman and Jonathan Parker

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Summary

\n

There is a widely felt belief that the promise for improvement in assessment lies with a growing and deepening of the involvement of faculty which has yet to occur in higher education.    A previous study (Kuh and Ikenberry, 2009) determined that the majority of chief educational officers felt that an increase in faculty involvement is necessary for continued improvement in assessment. This study seeks to summarize the knowledge on faculty involvement and assessment.  This will be used to provide different approaches to bring the regular work of faculty and assessment closer together for the purposes of increasing involvement and improving the efficacy of assessment.   Some of the obstacles to faculty involvement include government mandates, perception of assessment as part of the “management culture”, lack of training in assessment for the faculty and lack of evidence as to its efficacy.   There has been change in recent years in the climate of assessment with more visibility for its importance within higher education and more recognition for faculty involved within it. There is no single solution to increasing faculty involvement in assessment and multiple approaches may be needed.  However faculty involvement is vital to the improvement in assessment and  should become a focus of higher education institutes. 

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Summary

\n

Interpretations of Criteria-based Assessment and Grading in Higher Education

\n

D. Royce Sadler

\n

This article reviews literature on common grading policies that claim to be criteria-based. The author concludes that there is not common definition for \"criteria-based\" or a common understanding of its implications. Instead, Sadler suggests the shifting focus away from criteria and onto standards could lead to greater progress in assessment.

\n

 

\n

Sadler considers 4 criteria-based grading models in order to demonstrate the inconsistency and incoherency of discourse and research in this area:

\n

1. Achievement of course objectives

\n\n

2. Overall achievement as measured by total scores

\n\n

3. Grades reflecting patterns of achievement

\n\n

4. Specified qualitative criteria or attributes

\n\n

Sadler further distinguishes between standards - definite levels of achievement - and criteria - specific properties - and suggests that standards, rather than criteria, be employed in assessment.

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Summary

\n

A Framework for Assessing General Education Outcomes Within Majors

\n

Susan L. Aloi, William S. Gardner, Anna L. Lusher

\n

This papers provides a framework for assessing higher-order learning outcomes of general education within majors.  The framework described here was constructed for the assessment of General Education programs, but may be adopted for different disciplines/programs.

\n

Effective Assessment Framework

\n

            1. Have a clear understanding and consensus of institutional mission.  

\n\n

            2. Develop learning outcomes in accordance with this mission.

\n\n

            3. Design a comprehensive assessment plan.

\n\n

            4. Create and/or select appropriate assessment instruments.

\n\n

            5. Implement assessments.

\n

            6. Provide continuous feedback to stakeholders

\n\n

            7. Use assessment data to evaluate the assessment process and make changes to improve student learning.

\n

Comments on Principles

\n

Detailed framework that encourages (if not requires) collaborative effort between administration, faculty, and students. Stresses reporting assessment data in multiple ways specific for intended audience to maximise usage (for both demonstrating accountability and improving learning).

\n

Details how to create assessment culture within institution, which is good.

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Summary # 3 - Getting Serious about Assessing Authentic Student Learning

\n

Terrel L. Rhodes

\n

Rhodes provides arguments using standardised assessment (SA) by first discussing its limitations, and second, by examining e-portfolio and rubrics as alternative assessment instruments.

\n

Limitations of SAs

\n

SAs do not measure nor reflect current graduate demands - graduates require more complex outcomes than the ones easily measured by SAs. The SA process is isolated from the curriculum/faculty and does not encourage faculty-involvement, nor does it facilitate improvement of faculty teaching.

\n

SAs have few consequences for students and have no connection to the institutional curriculum.

\n

E-portfolios and VALUE Rubrics

\n

E-portfolios and VALUE rubrics are faculty-administered and curriculum-embedded assessment instruments that better assess and reflect current demands. These assessments explicitly focus on what students produce as a result of faculty teaching.

\n

Benjamin's requirement of external validation/reliability can be achieve with the development of common rubrics. Valid Assessment of Learning in Undergraduate Education (VALUE)  developed engaged 100+ faculties across the States, and drafted such rubrics to assess 15 areas of learning for college graduates \"deemed essential by faculty, policy makers, and employers\". Reliability tests and user feedback demonstrate ease of use and success of VALUE rubrics. Rubric/portfolio data may also be aggregated for programmatic and institutional reporting through student sampling.  

\n

Furthermore, rubrics and e-portfolios directly provide students with formative/summative feedback by which they can judge, improve, and understand their own performances.

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Summary - Abeer

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Summary

\n

 

\n

fdghkfhdg

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