for michael smith only

DISCUSSION 1The Intersection of Faculty and Students in Assessment

Outcomes and Sub outcomes

Social Media – Share 2 outcomes with 2 sub outcomes each for your course and provide feedback to at least 2 classmates

Purpose

For Installment 2 of your portfolio, you will begin to develop one of your two learning outcomes, along with 2 sub outcomes for your chosen outcome, for which you are creating your assessment plan. In doing so, you will articulate with accuracy and specificity your desired learning outcome in relation to your course that you are interested in teaching and furthermore for the students that you will be instructing. Consider what you want your students to know by the end of your course. Be specific about what you want them to understand or what you want them to be able to do. Given that the content of your course is full of information, focus on two separate content areas. There are possibilities of subjects and abilities that you might want your students to capture upon completing your course. However, for the purposes of this particular activity select two specific topics or skills that you want them to attain at the conclusion of your course. Each outcome should be worded as single sentence statement with the use of tangible and detailed language. Once you feel comfortable with your outcomes write two sub outcomes for each that contain even more specific language that focuses precisely on what you would like your students to gain from your course. These might be specific actionable abilities or areas of applicable knowledge. You will want to visit and revisit your outcomes throughout the week and read feedback from your fellow classmates to “tweak” the wording of your outcomes and sub outcomes to make them as clear and articulate as possible.

Instructions

Installment 2 will include the following elements:

1. Introductory paragraph - Include a brief overview that establishes the purpose and context for the details you have assembled.
2. Main Content - Create 2 detailed outcomes and sub outcomes.
3. Conclusion - Provide a brief summary of what you accomplished in this assignment.
4. References - Include a properly formatted reference page for any sources you cite.

DISCUSSION 2

The Intersection of Faculty and Students in Assessment

It is undeniable that the responsibility and essence of assessment work stems from the faculty, as they are the experts in their field of study and the most directly involved with students in the classroom. Thus, students are just as crucial in the assessment of their learning. These two groups represent assessment at the intersection of teaching and learning. If done effectively, this intersection contributes to the overall success of student learning in the postsecondary educational environment.

For this discussion, read and pull evidence to support your ideas and points of view from Suskie’s (2009) Chapter 12: Assessing Attitudes, Values, Dispositions and Habits of Mind, and from Kuh, G. et al. (2015) Chapter 5: Faculty and Students. After thoroughly reading the chapters assume the part of an academic chair. Consider the important roles that faculty and students play in the assessment of learning. In an effort to foster a culture of assessment in your department, consider and provide answers to the following questions:

In your response to this Discussion prompt, please remark on the following:

• What is the role of faculty in the assessment of student learning outcomes?
• What are some challenges that faculty are concerned with regarding student learning outcomes assessment?
• What considerations exist in the context and culture of faculty engagement in learning outcomes assessment?
• How can you promote faculty engagement within the context and culture of your academic department?
• What is the role of students in relation to faculty regarding outcomes assessment?
• In general, how can you involve students in the assessment of learning outcomes?
• More specifically, what are some assessment strategies that can be used to better understand traits beyond the knowledge and understanding of content? In other words, how can faculty assess skills beyond the attainment of subject matter that relate to characteristics that are not necessarily observable in the traditional classroom?
• Explain how this unique relationship goes hand in hand to foster a stronger emphasis on good assessment practices for your particular department.