ASSESSMENT TRAINING 3
Thursday, October 20, 2011
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Example of assessment that will not provide
useful, useable information:
Outcome: Students completing the
Hypothetical Engineering program will
demonstrate competence in conducting
research.
Assessment method: 90% of all graduates will
successfully complete the Senior Design
project.
You will learn to:
 choose an appropriate
measurement and criterion
for outcomes,
 analyze the related data.
Direct Measures
Indirect Measures
Program • Senior Comps exams,
•
Level
capstone projects, senior
theses, exhibits, or
•
performances
• Embedded course assessments
that use rubrics
•
• Faculty evaluation of
collections of student work
(e.g., ePortfolios)
•
• Pass rates of scores on
licensure, certification, or
subject area tests
•
• Student publications or
conference presentations
Focus group interviews
Program-focused cuts of
institutional survey data
Department/program review
data
Job/grad school placement
rates
Employer/alumni/ student
perception surveys
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Direct measures of student learning - This category includes
methods that evaluate student learning on the following levels:
◦ Cognitive skills: What does the student know?
◦ Performance skills: What can the student do?
◦ Affective skills: What does the student care about?
Indirect measures of student learning - This category consists of
assessment methods that allow students or others to report on
what students have learned. In other words, the methods are
used to evaluate the “perception” of student learning.
◦ Cognitive skills: What does the student report (perceive) that
(s)he knows?
◦ Performance skills: What does the student report (perceive) that
(s)he can do?
◦ Affective: What does the student report (perceive) as important?
Curriculum Mapping is an assessment method
used to monitor the alignment of the
curriculum with intended learning outcomes.
Curriculum mapping is effective when used to
verify alignment of the curriculum with SLOs.
Curriculum mapping ensures that the
program’s content is actually relevant to the
specified intended learning outcomes.
SL
1000
Outcome level
1
I
Define
2
I
Classify
3
I
Locate
4
2000
level
E
Compare
3000
level
E
Plan
4000
level
R
Analyze
E
R
InEvaluate
corporate
E
Specify
I
E
Rephrase Amend
Category/Score
1
2
4
Amount of
Information
All topics are
addressed which
included a summary
and all 3 questions
answered concisely
Quality of
Information
Information clearly
Information clearly
relates to the main
relates to the main topic.
topic. It includes
It includes supporting
supporting details
details and/or examples
and/or examples for all
for 1 or 2 questions
3 questions
Information clearly
relates to the main topic.
No details and/or
examples are given
All supportive facts are
reported accurately and
appropriately cited or
paraphrased.
Almost all supportive
facts are reported
accurately and
appropriately cited or
paraphrased..
Most supportive facts are
reported accurately and
appropriately cited or
paraphrased.
Source (topic per
course outline)
The nursing article is
clearly related to the
topic and published
within the last 4 years.
The article is included
with the review.
The nursing article is
somewhat related to the
topic and published
within the last 4 years.
The article is include with
the review
The article is not related
to the topic, not
published within the last
4 years, or not a nursing
journal article. The article
is include with the review
The article not
included or not
within time frame
outlines as per the
directions
Citation
Accurately cited in the
desired APA format
Accurately cited, but not
in the desired APA
format
Incorrectly cited
No citation as per
directions
Accuracy of Facts
All topics are addressed
which included a
summary and 2
questions answered
concisely
3
All topics are addressed
which included a
summary and 1 question
answered
One or more topics
were not addressed
Information has little
or nothing to do with
the main topic
No facts are reported
or most are
inaccurately reported
or not appropriately
cited or
paraphrased..
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http://course1.winona.edu/shatfield/air/rubr
ics.htm
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Pick a manageable number of important dimensions for
the assignment. (organization, clarity,
grammar/mechanics, depth of analysis, creativity, etc.)
2. For each dimension, define “excellent” performance. Be
as specific as possible.
3. Decide how many performance levels you would like to
include and the labels.
◦ Excellent, competent, needs work (3 levels)
◦ Exemplary, competent, developing (3 levels)
◦ Accomplished, proficient, developing, beginning (4)
◦ Distinguished, proficient, intermediate, novice (4)
◦ Well done, satisfactory, needs work, incomplete (4)
◦ Excellent, good, adequate, needs work, incomplete (5)
1.
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4. Define the remaining performance levels
(“good”, “adequate”, “needs work”, etc.) for
each dimension. Be as specific as possible;
How is “good” different from “adequate” or
“excellent” ?
5. Assign points for each category. The
number of points assigned should match your
grading scale. Dimensions can be weighted
differently.
Be flexible. If creativity or extra effort is
important to you, just include it as one of the
dimensions of the rubric & weight it
accordingly.
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Description of
Stated
identifiable
Objective or
performance
Performance
characteristics
reflecting a beginning
level of performance.
Description of identifiable
performance
characteristics reflecting
development and
movement toward
mastery of performance.
Description of
identifiable
performance
characteristics
reflecting mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting the highest
level of performance.
Description of
Stated
identifiable
Objective or
performance
Performance
characteristics
reflecting a beginning
level of performance.
Description of identifiable
performance
characteristics reflecting
development and
movement toward
mastery of performance.
Description of
identifiable
performance
characteristics
reflecting mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting the highest
level of performance.
Description of
Stated
identifiable
Objective or
performance
Performance
characteristics
reflecting a beginning
level of performance.
Description of identifiable
performance
characteristics reflecting
development and
movement toward
mastery of performance.
Description of
identifiable
performance
characteristics
reflecting mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting the highest
level of performance.
Description of
Stated
identifiable
Objective or
performance
Performance
characteristics
reflecting a beginning
level of performance.
Description of identifiable
performance
characteristics reflecting
development and
movement toward
mastery of performance.
Description of
identifiable
performance
characteristics
reflecting mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting the highest
level of performance.
Outcome: Graduates will solve problems that
address issues relating to stocks, mutual
funds, bonds and commodities
 Assessment Method: Students will complete
an exam that includes sections of problemsolving questions on the above four types of
investments.
 Criterion: Students will demonstrate
proficiency by achieving a minimum average
grade of 80% on question(s) on the above
four types of investments.