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Question 1: Theory Theories play a vitally important role in guiding research and organizing and making sense of research findings. In spite of the great importance of theory-building and theory testi
Question 1: Theory
Theories play a vitally important role in guiding research and organizing and making sense of research findings. In spite of the great importance of theory-building and theory testing within your field of specialization, there is no generally accepted conception of what a theory is. Because your dissertation must contribute to theory, you must have a clear understanding of the variety of conceptions of theory, types of theories, and ways of contributing to theory and be able to justify how, exactly, your study contributes to theory.Part 1Using Gelso (2006), Harlow (2009), Wacker (1998), and five additional peer-reviewed articles from your specialization, discuss scholarly views on the nature and types of theory. Compare and contrast at least three views of what constitutes a theory, including the view you will use in Part 3 of this question. Be sure to distinguish theory from related concepts, such as hypothesis, paradigm, model, and concept.Part 2Using Ellis & Levy (2008), Harlow, E. (2009), and five additional peer-reviewed articles, review the scholarly literature on the relationship between theory and research and the ways research (quantitative and qualitative) can contribute to theory. Discuss at least three ways research can contribute to theory.Part 3Pick a theory (in one of the views of what constitutes a theory that you identified in Part 1) of current interest directly related to the topic area of your dissertation. A theory is currently of interest if there are articles published on it in the past five years. Using at least 10 published, peer-reviewed research articles:1. Explain how the theory adds or may add to our understanding of your field and/or research topic.2. Discuss and analyze the literature on two areas of controversy or unanswered questions related to the theory.The structure of your paper should be as follows:
Title page
Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper)
References (APA Style)
Learning Outcomes:1. Compose a theoretically sound and conceptually rich essay that demonstrates knowledge of fundamental subject areas of a Learner's academic discipline and specialization.
Question 2: Practical Application
Your dissertation research must contribute to theory. Your research and the theory to which it contributes may or may not have a practical benefit or application. There is no doubt, however, that there is a theory in your dissertation topic area that does have a practical application.Part 1Referencing at least five peer-reviewed journal articles or scholarly books, discuss views on the relationship between theory and application or practice. How can a theory guide or inform practice? What are the issues involved in translating theory into practice? Be sure to keep in mind the various conceptions of theory you discussed in Question 1.Part 2Referencing at least five peer-reviewed journal articles, fully describe a theory of current interest in your topic area. A theory is currently of interest if there are articles published on it in the past five years. This theory may or may not be the same as the one you examined in Question 1, Part 3. Describe a current view of the theory, not the founder’s view or a classic view. Your answer should be no more than three pages long.Part 3Identify at least five scholarly articles (published in the last 5 years) that address how the theory you discussed in Part 2 has actually been applied. (Draw on your response to Part 1 in order to define what you mean by an application of a theory to an actual problem or situation.) Critically evaluate the appropriateness of the uses to which the theory has been applied. Consider, for example: Are the applications premised upon an accurate understanding of the theory and its scope? Do the applications “go beyond” what the theory claims? Is the reasoning linking application and theory sound?The structure of your paper should be as follows:
Title page
Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper)
References (APA Style)
Learning Outcomes:2. Critique existing research and design a methodologically sound approach to research in the Learner's academic specialization(s).
Question 3: Research
The ability to read, understand, critique, and integrate research studies and to design a study to address a gap in the research literature is a vital for a doctoral Learner. As you write your dissertation, you may be reading hundreds of studies, many of which you will evaluate as part of a coherent literature review.Select five empirical articles from peer-reviewed journals that:
• you consider critical to your understanding of your area of dissertation research
• all address a particular phenomenon and attempt to contribute to theory about it
Part 11. Describe each study, including:
• the research problem, questions, or hypotheses
• the research purpose
• type of design and elements of the design (e.g., sample, data analysis, operationalization of constructs)
• threats to validity and if and how they were addressed
• the findings and their implications
2. Critically evaluate each study: Does the author make a compelling case for the meaning and significance of the findings?Part 2Write a literature review that explains what is known and not known about the phenomenon based on a critical evaluation of the five studies.Part 3Develop a research question that addresses one of the unknowns you identified in Part 2 and sketch a quantitative or qualitative study that can answer the question about what is unknown and contribute to theory (in some sense of theory you discuss in Question 1).Address:
• the research purpose
• type of design and elements of the design (e.g., sample, the type of data you need to collect and how you will collect it, data analysis)
• the strengths and weaknesses of your envisioned design and methods
• quantitative: threats to validity and how your design will address them
• quantitative: the constructs you will measure and what you will do in order to determine how to operationalize them (you need not identify specific measures)
• qualitative: your means of ensuring the quality of your findings
• justification for why your chosen design and methods are more appropriate for your research question than alternatives you have considered
• your methods of data analysis
• how the data you collect will enable you to answer your research question and contribute to theory
Draw on the additional resources for this course for guidance in understanding the concepts (e.g., internal validity, threats to validity, and operationalization) needed to address this question.The structure of your paper should be as follows:
Title page
Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper)
References (APA Style)
Learning Outcomes:3. Apply relevant theory and research from the Learner's specialization coursework to real life situations where he or she solves specific problems and discusses implications.
Question 4: Ethics
As you know, scientific research must be conducted in accordance with ethical principles. The ethical principles of research are defined in:Ethical Principles of Psychologists and Code of ConductStandard 8: Research and Publicationhttp://www.apa.org/ethics/code/index.aspxThe National Academy Of Sciences, National Academy Of Engineering, and Institute Of Medicine Of The National Academies have a more detailed and comprehensive set of ethical guidelines for scientific research:Committee on Science, Engineering, and Public Policy (U.S.), National Academy of Sciences (U.S.), National Academy of Engineering., & Institute of Medicine (U.S.). (2009) On being a scientist: A guide to responsible conduct in research, (3rd ed.). Washington, D.C: National Academies Press.http://www.nap.edu/catalog.php?record_id=12192Write a paper in which you discuss how you will ensure that all aspects of your doctoral research, from literature review to conducting research, to writing the dissertation manuscript will be done with care and integrity and will meet the ethical standards of scientific research. Reference the two publications above and at least five additional peer-reviewed articles.You must justify all the steps you will take to ensure the ethical integrity of your dissertation project and not simply describe standard practice. You must show that you have your own clear set of ethical principles and that you know how to apply them to your work. You must do more than just paraphrase ethical guidelines. You must explain specifically how you will apply published ethical guidelines and concepts to what you will do in your research (as you envision it at this point).Be sure to address the following:
• Plagiarism
• Risk assessment
• Informed consent
• Privacy and confidentiality
• Data handling and reporting
• Mistakes and negligence
• Working with a Mentor
• Northcentral University requirements for IRB approval
Conclude your paper with your thoughts on the following statement:Ethical scientific researchers have a commitment to all who are touched by their research—participants who share their lives and time, mentors and advisors, reviewers, future readers, and supporters and cheerleaders on the journey—to take care and do their work well.The structure of your paper should be as follows:
Title page
Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper)
References (APA Style)
Learning Outcomes:4. Integrate knowledge of ethical practices with principles of professional practice as it applies to specific scenarios within the Learner's academic discipline and specialization.er's academic discipline and specialization.
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********** * *** ********** *** ******** Rubrics ********** * *** ******** ** Scoring ******* 28Appendix 5 *** ********** * ***** ** ******** and Using a Grading ****** 29Appendix 6 *** The **** *** ********* Assessment ** ***** ******* 30Appendix 7 ** ***** *** ******** ********* ******** ***** ********** ************ ********** * *** ********** Report ******** ********** * *** ********** **** ******** ******** ***** 40Appendix ** – ******** * *** ******* **** **** Competency ********** 41Appendix ** *** Examples of ******* Assessment ******* ********** 12 *** ******* Education ******* ******** ******** ********** ************** *** ********** *** Student ******** Outcomes ********** 52 Endnotes ********* ***************** CycleUsing Student Learning Outcome ******* to ******* Teaching & *************** *** Accrediting ********** ********** ************ ******* ******** *********** as *** ***** of *** ****** ******** of *** WASC standards **** ** ** **** been ********** **** what we 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there *** ******* ****** that we ********* ******* ** that *** *********** ******* student ******** ***** many ** ** ** **** ******** ******* learning objectives *** **** ****** we usually ** not write **** ******** for ******* *** ***** **** **** students—other **** how ***** ****** ****** ** *** final ***** ** the ********** listening ** ************* ** **** **** ** **** Brewster[ii] a ****** ******* ** *** ***** Miramar ******* *** Janet ********** a ************ teacher at Bakersfield College ** ** ***** **** **** *** ****** * ******** *********** **** ********** ******* ******** **** *************** ******** ** use ***** criteria as a way ** ****** understand *** material ********* students ******** ***** own *** **** ********* ************** *** small groups ** ********** or cluster ** ******* *********** ******* *** *** develop ******* ********** *** ***** **** **** ******* ******** *** **** ************** ********** *** *** ** ******** your grading *********** ** you *** *** ******* ** ******* ********** ** ******* your ******* criteria?Do you communicate your ******* ******** ** ********* ****** or after *** ************* *** encourage ******** ** ***** *** ******* criteria ** ***** *** work?Do *** involve ******** in ********** ** modifying **** grading *********** you ***** **** ******* ******** **** ***** ******************* *** feedback **** ******* student *********** *** ******* ******** insight **** ***** in need ** *********** With *** the ******* ** our **** ** *** *** **** adequate ********* ** ****** **** valuable ****** ** *********** *** *********** of *** teaching *** learning process *** ** *** ********** **** the *** accreditation standards ******* ** creating ** ********** **** that outlines ********** grading ******** ******* ** assessing ******* **** *** *** we use ***** results ** improve student learning Of ****** **** of ********* ******* ******** ** ********* the way ** teach **** ********** ******* *** *********** ** *********** ** ******* ******* ******* **** ***** ****** **** **** ****** in ********* **** ******* *** result *** ********* **** * ******* engagement ** *********** of ******** ******* to ******* ********* **** learning[iv] It is ********* important ** ***** environments *** ********** *** *********** ** student ******** which are ******** and *********** ******* ******** **** **** ******** *********** ** **** ************ **** ******* ********** ******* ********** ** ******* ******* in ********** ******* ** ****** ** Illinois *** the ******** *********** ** ****** ******************** ***** the ********* ******** ********* (see ******** 1) *** join in the ***** discussion on “Good Practices *** ********** ** ******* ******** *********** ***** ********** ************ ** ******* ** ****** **** **** ********** ** **** ******** *** ********* Student *********** ** **** ********** ******* Statement of Principles on ************* **** ******* ******* (CA) ********** *** Loop—Seven ****** **************** About Outcomes ************* ** *** ****** ******* ***** of ******************* ** ***** Clement ******* ****** ******** ********* College Student ******** ******** ** the ****** ****** From ****** Objectives ** ************ *** ****** level ** **** ******* ******* ** ******* ******** at the ****** level ******** ** should do ** *** *** ******** of **** course ******* ************* ***** *** full- *** ********* faculty teaching *** ****** In ******* *** ******* ******* ******** ******** we **** the ********* ** agreed-upon ******* objectives in *** course ********** ***** **** of ****** has **** ******** ** ********** *** ********** between a ****** ********* and * ******* ******** ******* *** ********** may ** ******* **** ****** ** *** context of producing ********** ******* that 1) ******* useful ******** ** improve the ******** *** ******** ******* *** 2) provide useful *********** ** ******* ******* ********* **** **** ******* ******* with how *** ********** will ******** ******* 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********* ***** ** values ******* *** primary ****** ***** **** ** **** ** assessing student performance Below *** some ******** of ********* ****** ************* ** ************* of ******* ******* ******** *********** ***** that **** ********** ** largely ******** **** ******** **** chosen ** *** *** statements in course ******** as an *********** of *** ********** ***** ****** have ***** statements ** ******* **** into * ************ ********** plan ********* related to ******* ******* Whatever ******* *** ******* uses ** ************** ****** objectives to **** ** must ** **** collaboratively ***** ******* *** ***** *** **************** ** ****** Objectives *********** **** ******* ******** ************** ObjectiveStatement ** Desired ******** well-organized accurate and significant content ***************** ***** ** in-class ******* task based ** ** ******** ***************** *********** *********** *** ********* writing ************ ****** * thesis ******** ********** maintains ***** of ******* *** ******* is ********* and ** technically correct in ********* composition ******** structure ******* ******** and **** ********** behavior ********* *** ***** accepted ******** ******************** Given * ********** behavior *** *** ******* (eg ******* incessantly **** ******* **** **** ***** ******** ** the ******** ** *** ******** ************** ******** how the ************ of behaviorism ********** psychoanalytic *** ********** ********** would ********* **** behavior *** what methods ***** **** *** ** ***** **** behaviorTraits: Include theoretical ***** description ** ********* *** ********* ***************** *** apply *** ********** ****** ***************** ***** * ******************** design experiments *** ********* **** ********* ** *** scientific ****** ** order ** ******** *** hypothesisTraits: ******* the ******* ** ******** the ********** method ** a ******* of **** ********* ********* ****** *********** that ****** *** ********** and ********** and ******** *** ************ data to ***** conclusionsCompare and ******** *** text and film ******** ** a ******** work (Film)Context: ***** ******* ** ******** film based ** a ******** textObjective: ***** * ****** ** *** filmTraits: ******* ** ********* of *** ************ ********* *** ********* *********** ** ******* **** *** literary **** *** the ******** tone the ******** ***** ** be ****** ** ******* ********** **** statement **** ****** from *** text *** film and **** ******** ******** ** *** ***** ****************** 3Perform the ********** Student ******** *********** ******** ** ******** * ****** *** ***** ******* **** for *** ****** course ********* ******** the Performance Context ********** ********* and ******* Traits ******* ****** an ********* from * ****** in your discipline *** ********* the ********** *** statement Primary ***** ********* ********** ** ******* Criteria Primary ****** *** *** *************** **** *** ********* in assessing ******* **** Identifying primary ****** *** * ***** assignment ******** ******* ***** ******** components **** ***** ******** **** ** * complete ***** ** **** They *** *** ********** of ****** **** ** as ******** **** *** **** ** ***** ******* workDefinition of Primary ***** ***************** trait assessment ** a method of ********** ******* *** criteria *** ********* *** ********** ** ******* *********** ** ** ********** ** **** The ********* ********** *** ****** that **** ** ********* *** ***** *** student's *********** ** **** ***** on * ***** ** ***** effective" ** "least ********** *********** ** *** ********** ***** ** **** ***** *** ***** of *** student's *********** ** explicitly ****** ** that *** ******* ***** how she ** being ********* *** instructor *** created *** ***** for ****** *********** ** *** ********** *** ******* ** ********** ** that ** *** entire ***** **** ****** ** the ********** ** ** clear ** *** ********** **** ************ *** ***** may ***** with one ******* **** ********* ******** ** primary ***** ********** *** ** used ** inform ********* *** ************ improvement *********** ********** traits” *** *** ********** **** ***** ** can **** competencies **** ** ******** ******* **** we look *** ******** ****** ** *********** ** each of ***** ***** *** ******* ** ***** might be ***** on development ************ style *** ********* ***** ******* ****** *** **** rated ** some sort ** a ********** simple ** A/B/C/D/F or more *********** ** *************************************************** ************ ****** *** ***** ***** ** **** ***** The ********* presented ** *** Student ******** ******** process is ** write down ***** ********** ******* *********** *************** ** ** ******** *** for **** ** *** ******* traits we **** ********** **** ****** ***** ** * ********** ********* *** be **** ** ***** ******* **** ********* ******* *** ****** ** ********** methods[vii] Building * *********** **** ************ *** satisfactory **** *** **** ***** **** ** ************ ** *** ***** ** the ******* ***** ********* ******* ** one another *** ** *** ***** but *** **** some ********* ********** Adequate introduction and ************ **** ******* ** *************** ******* ** ** ********* and **** ** **************** ******** for a ******* ********* ******* ****** *** ********** CharacteristicsTraitExcellentSuperiorSatisfactoryPoorUnsatisfactoryDevelopment Organization Style Mechanics Rubrics *** ** ******* ** total by ************ rating **** ******* ***** *** “analytic” ******* ******* ** ************ ****** *** ****** ** a ***** ** ********* *** ******* rating ** excellent ************ or ******************* ******** performance ****** **** **** ****** upon) ** ******* ** given ********************** Trait ******* ** **** ******* ******************* ******* points1 ****** pointsUnderstandingcomplete understanding ** *** problem ** the problem ********* ******* ** **** ** ** *** development of *** **** and ************** of the ************ ************* ** *** problem ** *** problem ********* ******* Some ***** ******** ** *** ******* *** ** overlooked ** *** ******* ********* *** development ** *** plan ** the ************** of *** solutionminimal understanding ** the ******** the ******* ********* may ** ******* to *** reader The **** ****** interpretation ** *** solution ********* *********** parts ** the ********* understanding ** the ******** *** ******* ********* ******* does *** ******* the ******* ** may even be ******* The plan *** discussion ** *** ******** **** ******* ** do with *** problemPlanplan ** ******* articulated *** will **** to a correct ************** is articulated ********** **** *** ******* OR *** ******* a ***** **** ***** ** * ******* ************** ** the *********** ** not ******* ********* OR only ********* correct ***** ** a ***************** ******* understanding ** the ********* **** ** *** **** is completely ************************* ** ******* *** clearly ******* ** ****** *** ******** is incorrect it ** *** ******** ******* of a ******** flawed **** **** ** correctly implementedsolution ** incorrect *** ** * ***** error in ************** of ****** * ******* ** incorrect **** OR ******** ** not clearly *************** is incorrect *** to * *********** ***** ** ************** of either a ******* ** ********* ****** ******** is givenPresentation overall ********** ** the ***** ** **** and **** to **** *** *** ********* *********** *** ** readily ********** is hard to read OR pertinent *********** ** **** ** find Holistic ******* of **** Problem ******* ********** ******* points1 ****** ****************** *************** ** the ********* characteristics must be ********** ****** ** ******** explanation ** ***** *** *********** *********** ******** complete ************** ** * mathematically correct *********** *** of *** ********* *************** ** ********** ****** ** ********* *** ** * minor **** ** **** ** an ********* ******** explanation ***** ********** *********** ** incompleteExactly two ** the *************** ** *** ******* ******* are ******* OROne ** **** ** *** following characteristics *** ********* answer ** ********* due ** * ***** flaw in the ******* explanation lacks clarity ** ** ********** *** **** indicate **** ******* *** ******** ************ **** ** ********* implemented *** no solution is *********** ** *** following characteristics **** ** ********** answer ** incorrect;· *********** if *** uses ********** arguments;· ** **** *** solution is attempted beyond **** copying data ***** ** the ******* ****************** ******* *** be ******* ** a wide variety ** ******** *** **** ** association **** * ***** ** ********** ********** **** *** endnote ** rubrics *** references to **** practices for using rubrics and *** * range ** examples ** ******* ** * variety ** ******** *** ****** ******* ******************** doing ***** two ********** ** rubrics read “Developing *** ******** ********** by **** ***** in ******** 3 ** ******** ****** **** ** *** ****** ******* ****** in ******** ********* ** ******** * *********** *** grid ** ******** ** ****** ** ***** ** SLO identify Primary ****** *** **** ****** on ***************** *** **** ********** ************* ** ***** a ******* ****** *** ******* *** ResultsUse *** ******* ****** ** ******** ** to ***** the ****** ******* ***** in Appendix 5C Compare **** results with colleagues *** ****** *** same ***** ***** **** your *********** different? *** *** **** to ********* ** *** overall ****** of the ******** **** point we **** ********* ******* the ******* ******* learning ******* and developing * ******* ****** ***** *** *** ********* ***** **** *** **** ** ****** collecting *** ***** *** ******* ** ******** student learning ******** A road map ** a ******** ****** ********** ******* ** ***** in the ******* **************** the Assessment ******* ********* Assessment *** **** ************* **** ******* question ** ******* assessment ****** ****** be used?” There *** ********* a **** ******* ** ******* for *********** ******* or not a student *** ************ ******** of a ********** ******************** ** ***** *** Direct Assessment of ******* ******************** ****************** ******* ** ******* which in ******** to * full ********** ** ************* ********** **** serves as primary vehicle ** ******* ********** for *** ****** ** *************************** Tests—a measurement ** *********** of specific ******** ** ****** in terms ** ******** ****** of ******* The ***** ** ** *********** ** ** ********** ** ******** ******* * ******** ** criteria ****** **** ******* *********** of ****** *** **** *** **** **** ** **** *************** ******************** ********* ********* **** **** ** standardized ** a ***** ** individuals ***** performance ** ********* in relation ** *** performance ** others; ********** **** ******************** ***************** collection of ******* **** ********* ****** * ******** goal ** *** of standards ** ********** or instructional ************ it *** ******* ***** **** ** ******** ****** ***** ****** final ****** ******* ******* photographs ****** ****** ********** ********** ***** ********* ******* *** *************** *** ******** **** **** ** *** ********* provides a ******* ** the ******** ****** ** **** **** *** **** *** **** attainedPerformance Assessments—activities ** ***** ******** *** ******** to demonstrate ***** ***** ** ********** ** ********* by creating * product ** response scored ** ** ** ******* *** **** the ****** ******* *** **** *** reasonableness ** *** ********* **** ** carry *** *** **** ** ***** *** ************* ******************* *********** **** ** ************* ******** ** *** **** ** a scale ****** ****** ******* ********* scales ** *********** ****** Forced ****** rating ****** ******* **** *** ***** determine ******* an individual demonstrates **** of *** ***** **** ********************* ********** ***** ******* whereby pre-operationalized ********* *** measured in most direct ********** approach ********** is primarily ******** ** *********** the ******* of *********** appraisal *** ********** ** the target ********** ******** ********** ******** ** ************* ************* ** the student ***** ** ********************* ***** *** ******* “The **** *** ********* ************* ** ***** ******* in ******** 6 Discuss *** assessment ******* *** *** in **** ******* What ******* ** *** use? *** ********* do *** find *************** ***** *** **** **** ******* ************** ******* the ************ *** ********* *** assessing **** ************ * have ******** to ******* ******* ********** ******* (at *** ********* ********** ********** ********** eight ******** RP/CAI ********* *** *** own *********** ****** ********* on ***** I **** **** ** ******* conclusions: School-of-Education ***** *********** ** ********** instruments are *** **** *************** *** eager to **** ***** *** ********** **** ********** ** assessing studentsDiscussions often **** ** ***** ***** **** as ********* assessment *** **** ************ ******* *** * ****** ****** range ** ************* use **** *********** **** **** ***** *** ******* assessment ********* if *********** by a ************* ******* use *********** **** **** **** ****** *********** ** yield *** ********** *** specifics ** *** **** ***** *** ********* One ********** ********** ******* portfolios in *** introductory ************ **** ********** **** doing faculty ****** ************** **** *** ****** ******* ** having ******** *** ** *** portfolio as ************ are ******** ** subsequent ******* *** ******** ****** in **** ********** has ******** build * ********* ** **** of ********* to ***** *** *** ****** *** there ** no connection with the portfolio ** the ***** class nor is ***** * ******* rubric· *** ********** *** * ******** component in ***** ******** *** ********* using * rating ***** ** ***** hands-on competencies *** ********** *** complained ***** ******* feedback **** ******** to *** theory ******* but has *** consistently **** *** results ** *** ****** sheets *** this ******* *** ************ ****** ** *** theory ****** *** fairly **** ******* **** ***** ******** in clinical *** ***** ** ********** ******* ** *** ** *** social science departments **** ****** ** ************ ********* *** term ****** ** *** ***** of * ******* ***** ******** *** **** regularly ** ******* grading ** **** ****** *** have *** ****** in the observables ** ********* * rubric· *** ******* ********** *** * grading rubric *** ******* ****** and ***** *** ********* ******* **** ******* ******* sessions ** ******* consistency ** grading but *** ****** *** only been used for *** ******* freshman **** *** *** ******************* on these ************ my ************** ** ** start with these **** things **** ******* *** ***** *** **** ******* ** ******* ***** ******* ********** ******** * **** *** ******** *** Assessment ** ******* Walvoord and Virginia ******** *** **** ***** *** this) *** ******* ** ***** assessment ********** **** one ******************** ****** *********** *** ******* the ******* *** ****** ***** **** ******** assessment ********* ** *** **** ****************** ** Inter-Rater ************ ******** *********** ** ******* ***** ***************** ****** ** chosen to ****** ******* ******** *** ***** *** agreed-upon ******* ****** faculty *** ***** sections ** the course ****** **** ******** ** ****** **** *** results ** ******* ******* **** are ********** **** ******* is known ** ************* ** “inter-rater ************** *** *** **** used in * ******* of ****** ********* ************ ** ************ ***** ********** ********* **** ******* ******* *** ******* grant ********* An explicit ******* for ************ inter-rater *********** ***** ** ** **** ********** *** *** ******* rubric ** * ****** ** ******* *********** and then ******** the ****** of agreement ***** standard *********** ******** **** ***** ********* *** chi ****** **** *** ******* correlation *********** and ******* ********* have *** been used ***** ******* ************** ********* *** be improved through discussion *** training ******* can ** ********* ********** ** ****** regular *********** among ******* ****** ********* *** debating examples ******* ** the observables ** *** ******* ****** ***** ********* ** ***************** the ********* ** *** ******* ******* ******** ******* in place with the grading ****** established and ****** *** results collected *** ** powerful *********** *** ********* ******* ************** *** provide the ***** for ********* ******* ********* ** ***** ** ******* the learning gaps *************** ********** Report: Sharing *** ******* ** Student ******** *********** ********* ****** of *** ********** ** Student ******** ******** *** **** *** *** *********** ** ** ** used **** importantly the significance ** *** ******* ******* ******** ** improving ******** *** ******** **** of **** *********** **** with ******************** ****** ******** ******** *********** ********** ******* *** *** like *** **** ** ** the hands ** *** college’s support system—providing ********** ********* ******* ******** and so ******* the instructional ******* ** **** ***** improvements ********** by SLO ******* To *** ****** **** we *** ***** ** Assessment ****** **** ******* on the ************* ******* *************** ******* ******* student ******** *** *********** ****** college ********* college ******* *** staff **** *** **** the ******* *** ******** ***** illustrate * *** *** *********** analysis of *** results—by ******* ************ *** ******* faculty—must accompany *** ************** can ** ****** ********** ** ********** ** ********* ************ ******* ** ** ***** ** * *********** ** *** ******* ****** ** **************** ***** ********** *** *********** of how and **** students ******** of *** results *** ** *********** ******** ** *** ************* ******* ** *** locus ** ************ ************* ** ******* **** ******* evidence for accreditation The *** ********** ** *** ********** Plan *** *** student ******** ******** statements *** *** assessment ******* **** for **** *** plan ***** includes ********** **** ******** the *********** ***** expected in *** assessment ******* The ********* features of *** ********** ****** are * summary ** the results ** ******* *********** ** ******** of ***** ******** *** * summary ** *** ******* ***** to ******* *** student ********** *********** *** ******* ***** ********** *** ******** ** ** ********* Assessment **** *** *** ********* ********** ****** ******** ** Assessment Reports *** ***** in the **************** ********** **************** __________________________________ **** ***** **** __________________Course **** *** Number________________________________________________________Student Learning ******* ******************** ****** *********** ******* rubric)1□ ******** Project □ Embedded Test Question *** ************ Performance ********** *** Rating ***** □ ********* ******** ******* *** Embedded **** ******** *** Portfolio□ *********** ********** □ Rating ***** *** *********** ******** Project *** ******** **** Question □ ************ Performance Assessment *** ****** ***** *** Other Assessment *************** ***** ******* ***************** Level ******* ******** ************* **** “program” here refers ** core required ******* *** ************ ******** *** ***** ******** ***** preparation *** ******** ******** Many ************ ********* **** ********* ** competencies that *** ** used as *** ***** *** ******* ***** SLOs ***** ******** *** referenced ** *** endnotes *** summarized ** *** Appendix) ***** ******* ***** ************ *** ** *** **** ** discrete ****** ****** **** **** ****** ******** **** ***** **** themselves ** summaries of student ******** by ***** *** **** ********* those ******** An ******* of aggregating ******** standards into **** ************* *** statements ** **** ****** ***** from *** ******** ************* *********************** ** Aggregation ** ******** ******* ************ into * ******* ******* ******** ************* ******* ******** ******** *** critical ******** effectively Specific ********************* *** ******* ** *********** ********* *************** ********* evidence **** *********** *** *** ******** **** *** ****************** and ******** *** source ******* *** *********** ** ******************** *** ****** against common ********* ** thinkingAvoid ***** ****** ** ******* ** emotion ** ***************** ******* ***** reports ** ************* researchDemonstrate ** attitude ** ******** ******** **** includes *********** *************** tolerance *** ambiguity and intellectual engagementMake ******** or connections between ******* ***** theories *** observations From ************* ********** ***** Learning Goals *** Outcomes: A ****** ******** ************* Association ***** ***************** *** ******** ******** ** ******* ******** ************* ************* ** *** ****** ** ******* it is a ****** ** ******** ******* of ******* learning Direct ********** ******** using ******** **** ******** ** ******** ******* learning ******** **** ** ******* an ***** ****** * ****** ******* ******** ***** * capstone ********** ** ********** * ********* of student-created products Indirect ********** ******** ******* *********** ** ******** ***** ******** ***** ** ************ assume ******** *** ***** ***** ******** include surveys of students and ********* exit ********** ** ********* ********* *** transfer studies and *** ********* ******************** ******** *** ***** thought of ** outputs: ****** *********** ******* ************ and transfers *** ******* These *** *** ************* measures ** ************** ******** ** the ********** ********* *********** Partnership *** Excellence ********** These measures *** often *** ********** ** success *** * ******* ** exemplified ************** ** the Use ** Direct *** Indirect ******** of Student ************ Oklahoma State University: ************************************ ******** for ******* **** ****** ********** students ******************* ************* ** *** basic concepts in ***** ******* ****** ******** ******* ********** ******* ********** ********* sedimentology/stratigraphy ************* paleontology and ********** *************************** technical ****** in the ********** *** ******** ** geologic **** ***************** skills **** written *** verbal communication ******************** ******** knowledge *** skills ** * ***** ** problems faced ** ******** industry *********************** ********** in the geology ********** ** advance ** ******** studies ** ******* ** an ****** ************************** Program *********************** ***** Internal ************ ** *** *** activities that *** ************* ********* ******* ** *** ************ ** ************ *** **** ** *** ****** *** *********** ******** One *** ** ******** **** task ** ** begin with *** ************ ** standards **** are **** ** ***** ** ******** ************ ************* ** licensing/credentialing ****** ***** ****** **** * **** range of *********** **** academic *** ********** **** ************* *** ******** Welding ******* ********* welding ***** *** ********* ** ***** an extensive *** ********** ** ***** **** ********* ******** give ******** *** ************* ***** based ** ***** ************** *** ********** Board ** ********** ******* uses standards ** ********* *********** *** ***** ******* applicants for ********* ** **** nursing fields· *** ******** ************* Association ******** published ************* ********** Learning ***** *** Outcomes **** ***** **** global ******* learning ******** *** ******** ************ *** **** the psych major and ******* studies ********** *** ********** State ***** ** ********* *** *********** ***** ********* *** ********* based ** ********** ********* enacted ** ***** ** ** the ********** **** ** ****************** ** ***** *** other ************ *** ********* are ***** ** *** Appendix ***** ** ********** ******* may *** teach ** *** *** ******** **** ***** ****** ******* *** lists *** ** ********* ******** ***** Not *** ******** have ******** ************ ** professional ********* *** ***** ********* Such programs *** need ** ******* ***** ********** ******** committees or ******* ********** ** neighboring ************************ *** ****** Assessment of ******* SLOs: ****** *** ******** *************** ****** ******** ********** ** program-level ******* ******** ******** *** be approached ** ********* ****** detailed ************ or more global program ******** ***** (Look ***** ** *** ******* ** the table ** the *** ** **** ** *** the distinction ******* * ****** *** ********* and *** ******** competencies) Assessing ******** competencies views the ********* ** knowledge skills *** ********* ** ****** ***** rather like ********** * ******* ****** **** ********** colored ***** ** ** * **** analytical model *** ******** **** targeted information ***** student ******** ******* *** ****** of *** ****** ** **** ********* *********** *** * large ****** ** ************ ************ get ********* ***** ******* faculty ** ***** *********** ********* ******* norm ** samples of ******* work *** then ******* and analyze *** **** *** stretch program resources ** *** ******** ***** *********** *** acquisition of small ******** ******* of ********* *** not **** *** student ** acquire * **** ********** understanding **** ******** ****** ************* to *** **** step ** **** *********** ****** be ** ******** or ******** ******** the *** ****** Consequently **** ******** assessments *** often ********* **** ** capstone courses ** **************** ******* ***** **** ** ** ********** ********** is used ** *** *** ** *** program ** ** ****** ** ******** ***** ** the curriculum **** *** (or even individual competency) ** ******** Furthermore ******** most ***** ****** ** ******* *** student will ** ******* ** a ***** **** ***** **** ********** ** **** **** *** finally ****** **** skill Doing a program ***** ** exactly ***** **** ****** ************ *** ********** ********** and mastered ** *** ******* course ********* is a useful ******** A template *** **** * ******* ***** ** ***** ***** ******* ******** *** such * ***** to connect individual ****** learning outcomes ********** with the **** ****** ******* ***** learning ******** ********************** ***** ***** Identifying ******** ************ ** *** ******* ********************************************************* ********* *** ********** ********** to psychologyI E R2 ************* ****** ***** ***************************** ********** * ********** ** psych/Christian ***************************** after ******** (1999) I * ********** * = Emphasized * * ***************** **** **** ******* ***** *** ******** ************* ** ****** ******* ***** 2000: ************************************************************* 8 *** Synthesizing ****** Program SLO ********** **** ****** ****************** ** ******** ** ******** ** ************ ****** *** ********** **** ******* *** statements Do this ******** ** small ****** *** **** ******* results between ********* ******** ******** The ***** ******** ***** ** the ********** ******* global ******* ******** *** the individual ************ ******** ******* in ******* ***** individual competencies *** ** measured through ********** *********** ******** ** ***** courses be they test questions *********** *********** ** *** ***** tool *** ***** * ****** ****** *** **** ********* Quite often ******* ******** *** ********** ** * more holistic measure **** as * portfolio ** ***** ******** assignment * survey ** ******** ******** **** as success in transfer ** employment ***** ***** ******* ********** techniques *** ************ ******* ** ********* *** ***** *** they *** *** ******* the ********** ******** which ***** ****** **** ******** ************ ** teaching *** ******** The ***** ***** ***** ** ******* of **** * ******** ** ******** ******* assessment report PARKLAND ******* ******** ASSESSMENT ********************* **** *** ******* **** ******** **** *************** ******** ***** ** ******** ************ ** ******* Trait ********** Course Embedded **** ** Standardized Exams £ Professional *************** ********** ** *********** ********** £ OtherMethods: ¢ ******************* **** ** **** ****************** ** **************** ******* ******** ********** ****************** Outcomes(Objectives)Assessment ******** ***** **************** ************** *************** ***** Action1 ******** **** *********** *********** in employable **** ************* ********* Students will *********** desired mass communication ************ ** shown ** ********** ********** **** assessed ** *************** **** ******** as reported on ** ********* Evaluation form1 Written comments **** industry representatives indicate that MC student's ********* assessment ranked * *** * ***** ** * ** 5-five ***** *** ******* ****** *********** were ** ******* more *** site ******** **** curriculum1 ******* ******** program ******* ** ******* more experience ** Web **** ******** Students ******** ******** *** ******* ** **** **** *** links 2 ******** will *********** ******** *** ***** concepts necessary ** perform ************** in **** ************** *********** jobs2 When surveyed ***** ******** ******* ******* ************ ********* ****** ********* will ******** satisfaction **** ***** **** ************* knowledge to recall analyze ******** *** ******* ***** ********* Feedback **** employers and ******** strongly ********* **** ****** **** program ****** *** become ********* ********** ** given to graduates **** Desktop ********** ******* Visual **** ******* option ******** Students in the Mass Communication ** ******* **** **** *** ********* ** ************ ******** * ********* ****** ** Mass Communication3 ********* ************ **** report ** a 75 percent acceptance **** **** **** Communication ********* * ** I *********** ** ******** ************ ******** **** *** ** ** ********** **** other schools ** ******** * **** Com ******* was the only admit3 ******** to ************** data *********** *** **** ******** Graphics students ***************** 9 – ******** ******* *** ********** *** ********** * ******* Audit· **** * group of faculty from your ********** write * *** ** ******* SLOs *** a degree ** *********** ** your ****** ******** *** ******** of ****** for *** ******** ******* for * ****** ** *********** in **** discipline· List *** course ********** *** *** ** these ******* preferably after ****** ******* **** ** ************ ****************** ******** ******** ** described ************ ******** which ****** ********** ***** with **** Program *** statement ******* *** results in * table format **** **** ***** You may **** ** categorize **** course ********* ** *** extent to ***** ** ***** ******** toward ******* ** *** ******* SLOSummary of ******* ***** SLO Assessment StrategiesIndirect: implies **** SLOs are ********** Transfer· ******* ************ Job *********** Employer ********* ******* exit surveys· ********* ************ ******** ******** ** **** ***** ** programCapstone ************* ******** ****** ** ********* Standardized ***** ********** ** ***** ******* ** *************** ******************* ********* ************ ********** ******** ** ************************** strategies: **************** **************************************************************** Education Student ******** ****************** ** ******** ******** in general ********* can ** ********** ****** **** ***** *** ******** ** the ***** Most colleges ***** ****** ******** ********** *** then ***** ***** **** **** ******** competencies that *** ** *** ***** ** ****** objectives ******* examples *** ***** ** ******** 12 ********* ** ***** **** *** ******* education ************************ Community ******** **** ***** **** ** ******* ********* ******** ** offer ** students: *** associate degree ******* set by Title 5 the *** ********** ******* *** ***** ***** ***** ******** are ******* **** **** *********** differences *** competency ********** found ** the ****** ********* *** *** GE-Breadth *** ***** *** ** * ****** ******** point for colleges ********* *** ******* of ************ SLO statements *** general education ***************** ********* ******** ********* ** Students (Merced ******* Example)Merced ******* AACSU GE-BreadthIGETCA ******** ***** ************* **** CommunicationA2 ******* *************** ******** ********** English Composition1B Critical ********** **** ************** ******* ********** Physical ScienceB2 **** ********* ********** ********** ************************ ********** Mathematical Concepts ***** ************ ReasoningC HumanitiesC1 ****** ************ ****** *********** ****** ***** Behavioral ********* ****** Political & ******** ************ ***** Behavior; ********** *********** ****** ***** Behavioral ********* ******** Understanding & ***************** ******** ************* & ****************** Physical ********* ********** ********** ******* & Government6 ******** ***** **** ********** **** *********** ***** to *** Executive Order *** and ******** ******** * 2 and *********** ** *** ******* Global *** ********** with ******** ************ for ****** ****** *** models ** ******* ********* student ******** ******** ** ******** ** ******** ********* ** *** ** CSU GE-Breadth and ***** patterns)· *** **** ******* ** **** ***** * ****** ******* ******** outcome *********** *** **** ******* ** area ***** ******** ********** *** ********** ***** **** ** the ****** *** statements Activity 11 ************* a ******* Education Program Audit· ******** *** ******** ** ****** *** *** ******* approved ** each ** ****** List *** ****** ********** *** all ** these courses ********** ***** ****** revised **** to ************ ****************** learning outcomes ** ********* ************ ******** which course objectives match **** each GE SLO ********* ******* *** ******* ** a table ****** **** **** ********* previously You may **** to categorize **** course ********* by *** ****** ** ***** ** moves ******** ****** ******* ** *** ***** ** **** * * ********** * * Emphasized ** * * ************************** ********** preliminary ******** ** ** published in an ********* ********* Jack *********** ********* Vice ********* ** ***** ******* **** ******* ********* that most ******** around *** ******* *** ***** ** the ******* level ** ********** **** Nevertheless ***** *** **** ******** ** excellent **** ** SLOs ** ******** ****** *** ******* ********** ** Appendix 13 These examples ****** provide colleges ***** *** *** to *** ******* ******** Outcomes ******* **** *** ****** *********** of their colleagues so **** ******** the learning ***** *** ** *********** *** ******* in education ***** simply will *** ***** ** ** ****** ******** **** *** ****** ** a process that **** not ***** useful ******* **** ******* **** *** potential ** ***** ******* and ****** to ****** in reflection about *** ******* of teaching *** learning *** **** *** the ******** **** develop ** adjust the **************************** ******* ** ******** learning ** *** **** extent ******** ** ****** * ***** **** ** ***** results ** *** **** ***** **** ****** *** first *** ***** But ** **** ** keep *** *** ** *** **** as we’re ******* Remember utility *** ******* ****** ******** by ****** a *** f’s! Appendix * *** **** ********* ** ********* ******* ******** OutcomesAppendix ** *** ** ********** ********* ** ******* of DuPage (IL) This ******** ********* is taken **** *** end ******* ** *** Tips ** Assessment by ***** ***** **** **** and ****** Smith ********* by Kogan **** in *** Spring of **** ** state **** ****** ***** we ******* ****** ******** ********** ******** **** ** ***** *** ******** purpose ** serves Our ******** on ***** values **** * debt to *** **** ** *** Open ******** ********** ********** ****** Group ** ***** ** *** ************ *** to *** ****** ******* ** *** ** Staff *** *********** *********** *********** *** *** ******* Accreditation ****** *** ********** ******* ********** ****** ** ***** ** an ************* ** *** ******** learn ********** ****** **** * ******** **** in *** ******** *********** ** students2 ********** should *********** ********** differences in ******** * ******* range ** assessment *********** and ********* ****** ** ******** so as not ** ************ *** ********** individual ** ***** of learners ********** ********* and *********** ****** accommodate *** ********* creativity *** *********** shown ** students3 *** ******** of assessment need ** ** clearly ********* ***** ******** *** *** outside ***** **** ** ** **** to *** *** ********** ** ***** **** and *** rationale for ******** **** ********** form of assessment ** *** ********** ******** Assessment ***** ** be ***** ** **** we **** that assessment ******* should ** ****** ***** ******** measure **** ***** ** ** ******** to measure and *** just * reflection ** * ********* medium ** *** ********* ****** ** competences ***** assessed5 Assessment *********** and ********* **** ** ** reliable and ********** ** far ** ** ******** subjectivity ****** ** ********** *** assessment ****** ** carried out ** ways ***** *** grades ** scores that ******** *** ******* are *********** of *** ******** *** ******* ** **** ***** **** ******** ********* *** ********** ****** be ****** ************ ** ********** ****** **** ********** All ********** forms should ***** ******** ** ******* ******** ** their ******** and their *********** ********** ****** ** * ************* ******** There ****** be ** ****** ******* ** assessment *** ** should ** ******** ** ******* ** ******** the ****** ** ****** ** ***** **** and **** ******** ** **** *** how ** improve **** **** summative ***** ** assessment *** ******** ******** should ** provided with ******** ** their *********** *** *********** ** help **** ******** where their ********* *** ********** **** ********** should ******* ***** *** students **** ************* to ******* ** ***** ******** *** their ******** ********** *********** *** ********* ****** ** *** ******* ** ********** ********** *** ********** ********** *** ********** ** the quality * * ********** ****** ** built ** ** ******* ******* processes ** ************ *** ************ ******* ********** should ** ** ******** component ** ****** ****** *** not ********* ****** on ********** ******** *** ******** ******** ** **** course should be ******** ** *** **** ********* ** *** ***** ** ********** students will ********* *** ** ******** to **** **** show the outcomes ** ***** ******** ***** ********* conditions9 *** ****** of assessment ****** ** *********** Students' ******** should *** be impeded ** ***** ****** ** ** overload ** ********** ************ *** should *** ******* ** *** ******** conducted ** ***** be ******** ** ********* burdens ** ********** ******* ********** ******** **** to ** understandable ******** *** ****** Students need to ** **** ** tell **** is ******** ** **** in **** **** of ********** **** ********* ********** ******** also **** ** be ************** ** ********* *** ****** ** the ******* *************** ** *** ******* ******* **** ********* ** ********** ** AssessmentWhy ** ************************ Vision ********* projects * ****** ** which ******** ******* judges its **** *** *** ******** and ********** *** policies ********* on *** ***** ** ******** ******** and *** * ************* ******* *** assessing ***** outcomes *** ********** ** *** ********* ** ******* **** ********* **** **** ****** *** *********** **** ******* *** ************* ********* ** ****** ** ******** *** *************** embracing * model of ************* ***** requires assessment ** ********* ********* *** ******** at the ************* level" **** our *** ********** ** ****** student ******** ** *** ************* ***** ******** *** *********** the ******** of ************* ** ***** *** **** commitment Palomar will ******* *** ************ ****** *** ******* an ************* ********* *** ********* ******* learning and using *** *********** ****** **** **** ********** to ***** our ******** betterWhat ** ************* mean ** ************ **** systematic ********** ******** ************** *** *** of *********** ** ********** and improve teaching *** ********* **** *********** is ********** for?At ******* ** **** *** ********** primarily ** ********** *** ******* ******* ******* learning More ************ ********** *** ***** *** ********* ***** in *** ************** ******* ******** ******** ******** *** ********* to students ** ** to **** them ****** plan *** ******* ***** educational ********** ******* ******** feedback ***** ******* ******** ** ******* faculty ** their ****** help ** ****** and modify ******** ** ****** ******* learning *** ******* ********* ******* common *********** and ********** for ********* ******* ********* **** will enable ** ** act **** ********** and *********** ** promote student learningTo help ** ********** *** different ****** ** students ********** *** ******* differently ** as ** ***** our ******* *** programs ** the needs and ********** of all studentsTo **** us ********** *** *** different courses and programs ****** ******** **** **** ** **** we *** ****** coordinate *** ******** *** *********** ********** to ******* **** *** ****** ************** ** assessment *** ************* ************ *** ** ****** *** the ***** ** ******** assessment *********** ** **** **** ** clarify the ****** of Palomar’s ********** to ******** assessment ** ******* **** ** *** ******** ******** ** ********** **** ** **** ******* **** our ********** **** not *** assessment ** ** *** in ****** ********** **** **** not **** us ** promote student ******** ** a ***** ** timeWe **** *** *** assessment ** ******* learning ********** ** ** * ***** ** *********** ******* or staff ******** or ******* The ******* ** ********** ** to ******** student ******** *** to ****** ** punish ******* ** ******* **** *** *** *** single mode of ********** to ****** *** ********* ** strictly ********* ******* *********** **** *** use ********** ** a way that **** impinge **** *** academic freedom ** ************ rights of ******* Individual ******* ******* **** ******** ** ******** ***** best ************ judgment in ******* of grading *** disciplineWe **** not ****** **** assessment *** ****** *** questions about all students ** **** *** ******** assess *** ******** ** order ** ***** about *** ************* ** our ******** and policiesWe will *** assume **** ********** is quantitative ***** ********* ****** or ******* ***** as *** four-point ******* scale) *** ** useful ***** accuracy ****** ******* ** *** ***** understanding ** *** ******** behind *** numbers ***** the best ********* ** student ******** can ** ********* ****** ** a ********* or * performance **** as a ******** **** *** *** ********** only ** evaluate the *** ** *** student’s experience ** ****** ** ** *********** to ******* parties ********** must ** ongoing *********** ** **** we ******* ** importantWe will *** ****** **** ********** ** **** ********** will do ********************** ******* in ************ with the entire college community will ***** and design ************* ********** ********** *** **** ******** *** **** knowledge *** ****** **** *** ******** **** to ****** The faculty **** likewise develop ********** ** ***** ******* ******** can be ********* ***** will ** ******* processes **** ** modification and *********** Not all ********** need ** done ** ********** ******* *** *** every ******* member **** ****** *** ** the **** ************* **** ** *** assessment? The ********* ********** **** ****** the *********** *** ******** ** **** ****** ** ******* ** institutional ************* **** ****** **** ******** ********* of ******* ******** ****** than * ****** standardWe will ****** ***** skills and knowledge **** *** faculty ** consultation **** *** ****** ******* ********* judges ** ** important *** ********** will ****** *** ******* ******** ** ******** throughout ***** ********** ** *** ***************** ** – **** **** ********** ** **** Practice *** Assessing ******* Learning AAHE ********** FORUM9 Principles ** **** Practice *** Assessing ******* *********** ********** ** student ******** ****** with *********** ****** ********** ** *** ** *** ** ****** *** * ******* *** educational improvement *** ********* ******** **** ****** **** and ****** * ****** ** the kinds ** learning ** **** ***** *** ******** and ****** to **** **** ******* Educational ****** ****** drive *** **** **** ** ****** ** ****** *** **** *** ** ** ** ***** ********* ***** *********** ******* *** ****** are ******* **** assessment ********* ** ** ** exercise in ********* ****** easy rather **** * ******* ** ********* **** ** ****** **** aboutAssessment ** most effective when ** ******** an ************* ** ******** ** **************** ********** *** ******** ** performance **** **** ******** ** a complex ******* ** entails *** **** **** ******** **** but **** **** *** ** **** **** **** ***** ** ******** *** only ********* *** ********* *** ****** attitudes and ****** ** **** that ****** **** academic ******* and *********** beyond *** ********* ********** ****** reflect ***** understandings ** ********* a diverse array ** methods ********* those that **** *** ****** performance ***** **** **** time ** as to ****** ****** ****** *** ********** ******* of *********** **** ** ******** aims *** * more ******** and ******** picture ** learning and ********* firmer ***** for ********* our students' educational ******************** ***** **** **** *** ******** it seeks ** improve **** ***** ********** ****** ******** ********** ** * ************* ******* ** ******* ********* educational *********** **** *********** ******** and ************ ** ***** ******* **** the ************* ******* **** ******* intentions in ******* *** ****** design *** **** ********* ** students' *** goals Where ******* ******** **** *********** ** agreement ********** ** * ******* ****** a campus ****** clarity ***** ***** ** aim *** **** ********* to ****** assessment **** prompts ********* ** ***** *** *** ******* ***** **** ** ****** and ******* ***** ****** ************* ***** are *** cornerstone *** ********** **** is focused *** **************** ******** ********* ** ******** *** also *** ******* ** *** *********** **** **** ** ***** ******** *********** about ******** ** ** **** *********** ***** ******** "end up" ******* greatly *** ** ******* ******** we **** ** **** ***** student ********** ***** the *** ** about *** curricula ******** *** kind ** ******* effort **** **** ** particular ******** ********** *** **** ** ********** which students ***** **** ***** **** *********** **** such ********* ***** *** ******** ** ******* *** whole ** ***** ******** ********** ***** **** **** it ** ******* *** episodic ********** ** * ******* ***** ***** ** ********** ****** isolated "one-shot" assessment *** ** better **** **** *********** ** **** ******** **** ********** ******* * ****** ****** ** ********** ********** over **** **** may mean ******** the process of ********** ******** ** ** ******* ** ********* ** *** mean ********** *** **** ******** ** ******* *********** or ***** *** **** ********** ******** ***** semester The ***** ** to ******* ******** toward intended ***** ** a spirit ** continuous improvement ***** *** *** *** ********** ******* ****** ****** be ********* *** ******* ** light ** ******** ****************** fosters ***** *********** when *************** **** across the *********** ********* *** involved Student learning ** * *********** ************** *** assessment is * *** ** ******** **** responsibility **** ***** ********** ******* *** ***** ***** *** *** **** **** ** ** ******* people **** across *** *********** ********* ******* **** ** especially ********* **** *** ************ ********* ***** ** ***** ********* ******* ************* ** *************** educators ********** ************** *** ******** ********** *** also ******* *********** **** ****** the ****** ********** trustees ********** ***** ********** *** enrich the ***** ** *********** **** and ********* *** learning **** ********** assessment is *** a **** *** ***** ****** of ******* *** * ************* ********* its *** ** wider *************** ********* ** ******* learning ** *** ******* with * ***** ** *** improvementAssessment ***** a difference **** it begins with issues ** use *** *********** questions **** ****** really care ***** Assessment recognizes *** value ** information in *** ******* ** improvement *** ** be ****** *********** **** be ********* to ****** or ********* that ****** really **** ***** **** ******* assessment approaches **** ******* evidence that ******** ******* **** **** ******** ********** *** ********** ** ********* **** need ** be made ** ***** ******** ** advance ***** *** *** *********** will ** **** *** ** **** *** point of assessment is *** ** gather **** *** return ********** it ** a process **** starts **** *** ********* ** *************** **** ******** **** ** the gathering and ************ ** **** *** **** informs *** helps guide ********** ********************* ** most ****** ** **** ** *********** **** ** ** **** of a ****** *** ** conditions **** ******* ****** ********** ***** ******* ****** *** ******** contribution ***** ** ******** where the quality ** teaching *** learning ** ******* ****** *** worked at ** such campuses the push ** ******* educational *********** ** * ******* *** ******* **** of *********** ********* *** quality ** ************* ********* ** ******* ** *** ************* ******** ********* *** personnel decisions ** **** campuses information ***** ******** ******** is seen ** an integral **** ** ******** making and ****** ************* ********** ********* meet **************** ** students *** ** *** ****** ***** ** * ********** ****** ***** ** ********* As educators we **** a ************** ** *** ******* **** ******* ** ****** ** ** ** ******* information ***** the **** ** ***** *** ******** meet goals *** ************ *** **** ************** goes ****** *** reporting ** such ************ *** ****** ********** ** to ********* *** students *** society ** ** ** ******* Those ** whom educators *** *********** **** * corresponding obligation to support **** ******** ** improvementAuthors: ********* * ****** ***** * Banta; K ******** ****** ****** ********** ***** * ****** *** ********** ******** J ********* *** * ********** ****** Mentkowski; Margaret * Miller; * ****** Moran; ******* * ********** ******** *** ********* ***** the ******** ** *** AAHE Assessment ***** **** ******* from *** Fund *** *** *********** ** ************* ********* **** ********** ******* *** *********** *** ************* **** the ***** ********* ********** Copies *** ** made ******* ********************* ** *** “Closing *** ******* ** Tom AngeloSeven ****** (Mis)Perceptions ***** ******** ************* ******* ***** **** **** ******* it *********** ** medicine **** *** *** ****** ******* ******* ***** it *********** ** **** old **** in *** ********* ******* *** *** **** to do ** (Assessment ** ** ******************** ******** *** **** important ****** ** do ******************* ** ******** *********** ** *** ********* *** ************** We’d **** more ***** *** lots **** ***** ** ** assessment (Assessment ** *** ******* and *********** ********* use *** ******* ******* ** *********** ** a trick ** * Trojan ******* ** *** **** care ***** ** *** **** ** find *** *********** is * ***** of time) Seven ********** Responses ** ***** ***************** ******* ***** **** **** ******* ** Okay **** ******* use ********** to **** out what ***** *** ** **** ** document *** build ** *** ********** We’re ******* ***** ** **** **** ******* ***** *** *** *********** ** ******* do to ******** what we **** *** **** ** don’t3 ******* *** too **** ** ** ** **** *** ***** we’re ******* doing ** let’s use ********** to see ***** *** how ** *** save time *** effort4 *** **** ********* ****** we do can’t/shouldn’t ** ******** *** *** everything ********** ****** ** ******** *** ******* *** if ** can agree on *** ** *** **** **** we’re ********** ** ***** most important ******* ****** **** **** ***** *** **** **** ***** ** do ********** ***** ******* ******** ** get **** ********* how **** *** where *** we ********* embed and ************ They’ll *** *** ******* ******* ** **** might ** let’s ***** ** strong ********** ******* ****** ****** ** ***** ** ******* ** *** will **** about or *** **** we find *** ** avoid **** let’s ***** *** to ** any *********** without * **** ********** **** ************ ** use *** ************** ************** Guidelines *** ***** ********** ** ******* Teaching and ********* ***** ****** ***** ***** by ******** social *** ************* barriers ** ******* ***** ****** ********** Collectively ********* ***** worth ******* ****** *** ******** ***** ************* ******** *** ****** ***** *** benefits3 Build a ****** ******** ******* a collective understanding ** new concepts (mental ******* needed for *************** Design ******** *** work ******* ****** backward **** *** ****** ****** *** ********* ***** ** ******* ******** ******** strategies *** *********** ***** *** *** ************** ********** the advantages *** *********** ** the larger ********* ****** which ** operate *** **** *********** *** ************ to ***** ****** worlds6 ******** **** ** ****** Use **** ** have ******* about ********** and ************** learning ** inform and explain *** ******* *** *********** Don’t ****** *** **** *** ******** explicit *** ********** ** ***** ** **** ******* ************** ** *** **** Myths ** ********** ** ***** ******* ******** ********* College As my ****** ********** ***** ********** ****** Learning ******** ******** ***** Education (OBE) *** Assessment ******* * realize that there *** five ***** ******* ********** **** of which has **** adequately addressed OBE ** one **** ** ******* *** ******** ** **** *** Right and the **** *** ******* *** ****** *** ***** **** ************** while its ******* adherents *** **** ****** ** be ****** ******** ** ************ administrators *** ***** *** *** as * ***** to ************** ************ and *************** standards *** **** *** OBE as ** ****** *** ****** change ******** *********** *** ******** ideology **** ********** ******** *** the OBE ********** ** **** ****** conflation of ********** ******** ****** *** ************* * ********* *** five objections below *** the ******* ** ***** ******* ****** **** latest management-driven *********** *** *** ********** *** *** ********** **** ** *** *********** ******** **** *********** “Assessment rubrics *** ******** ******** will *** ****** ******* evaluation” Nonsense ** *** *** make **** * ********* ********** ******* *** ******** outcomes are easily ******* for *** ** ******* evaluation ***** For example ****** **** *** *** ******* ******* **** ********* ******** outcomes?” *** ****** well *** *** *********** learning ********** facilitate ***** and ******* ******** ************ Maybe *** **** **** ** **** *** *********** *********** *** * ************** **** of ********** **** ****** graph ***** *** scores II ************* **** *** ******* ** **** ************ ** course ** **** ** the **** fundamental ********** ********* ******* has goals *** grading criteria *** his or *** ******** many ** ** have used **** ******* ** ******* Instructional Objectives or ******* Cognitive *** Affective ****** ***** Where **************** ******** is ** ********* **** *** ******** ** ********** *** ********** **** may ** **** ** ***** *********** ** performance ******* (nursing ** ****** *** ** is ******* ***** ** ********** ** *** ******* There ** one Joseph ****** character **** ** ***** *** travel ** Africa ****** changes **** ***** ****** *** ******* How does * ******* **** to ******* **** ****** ** ****** **** ******* Spears or ************ better **** ****** ******** No ***** ** *** ********** and ********** **** **** you yet ** ****** ******** ************* “Learning outcomes do not ********** academic freedom” Academic ******* ** * complex ***** but ********* *** ******** ******* that students **** be ******* to ******* ************ ********** *** ************* ***** **** ** **** **** ** ***** into “the Great *************** *** simply ********** **** * ********************* ********* ********** of input is ******** to ******** ******** uniformity ** ******* ** inhuman ***** **** ** ***** ******** * ***** **** ** **** **** *** ********** student **** ****** ****** ** * ********* ****** ******** *** succeed” This ******* ** ********** *** ********* The only *** ** ****** equal outcomes ** ** ***** **** ********* *** ******** **** have equal *********** *** each student ** * ****** *** ******* ********** *** reasons *** “success” ** ************* ****** be ****** apart from the ********* ** personality *** ********* ******** should ** ********* learning ******** for the ***** **********************
