INTERVIEW & PRESENTATION ON ASSESSMENT QUESTIONS: SUMMARY &
OUTLINE 1
Interview & Presentation on Assessment Questions: Summary & Outline
Learning Team A
AET 535
July 28, 2014
Mandy Seybold

INTERVIEW & PRESENTATION ON ASSESSMENT QUESTIONS: SUMMARY &
OUTLINE 2
Interview Questions
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Please describe the learning environment/educational setting in which you teaching.
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When addressing the concept of assessment in your department, how are contemporary approaches versus traditional approaches to assessment utilized?
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What are the overall goal and/or purpose of the assessments utilized in this particular educational setting?
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What types of assessments are used to measure the success and/or level of achievement of a student?
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Do you vary the types of testing methods implemented - authentic versus traditional testing methods?
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How are these assessments developed - in other words, what process do you go through regarding the design and implementation of these assessments?
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How often are the assessments used, updated, and/or changed?
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What types of data are used to measure the success of the learner and are rubrics utilized to grade or evaluate completed assignments?
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How often are courses reviewed to address the key goals of the program or general education curricula they are a part of?
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In what way has assessment validated a current program in the manner of acquiring continued support & securing it?

INTERVIEW & PRESENTATION ON ASSESSMENT QUESTIONS: SUMMARY &
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Presentation Outline
Slide 1: Presentation title
No notes
Slide 2: Title Page
Notes on participants
Slide 3: Introduction
Brief introduction on the subject matter of the presentation
Slide 4: Learning environments
What are they?
Add question results to notes area
Slide 5: Assessment styles and types
Traditional
Contemporary/ Authentic
Detailed explanation in notes area
Slide 6: Assessment goals
Achievement
Knowledge
Variety of types
Additional details in notes
Slide 7: Assessment Development

INTERVIEW & PRESENTATION ON ASSESSMENT QUESTIONS: SUMMARY &
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Who is involved?
How are goals created?
Additional details in notes
Slide 8: Assessment Implementation
Frequency
Validation of success
Learner Growth
Slide 9: Assessment Analysis
Approaches to analysis
Rubrics
Learner growth and achievement
Slide 10: Summary
Brief summary of the presentation and the subject matter discussed.

INTERVIEW & PRESENTATION ON ASSESSMENT QUESTIONS: SUMMARY &
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Summary of Question Results
Question
Learning environment/education setting
Contemporary approaches versus traditional approaches to assessment
Training Facilitator
Minister's Training Program
( MIT )/Church fellowship hall and sanctuary
Postsecondary Instructor
University: university
administrator trainees at a
Resource Special Education
Teacher for Second and Third
Grades ( RSET ): elementary school teachers meeting facility
MIT: Uses traditional, authentic, and observational assessments
Community college: Dance students at a community college
University: varies from traditional to contemporary (dependent on the assessment preference of the professor)
Types of assessments
RSET: Traditional assessments
MIT: Uses traditional, authentic, and observational assessments
Community college: use traditional assessments and authentic (performance) assessments with rubrics
University: varies from traditional to contemporary (dependent on the assessment preference of the professor and the educational program)
RSET: Traditional assessments
Variation in types of testing methods implemented
MIT: Facilitators select the assessment method that best measures the desired skills/abilities and/or knowledge.
Community college: use traditional assessments and authentic (performance) assessments with rubrics
University: contemporary and traditional approaches are used including a blend of online discussion prompts, classroom discussion, papers (both conceptual and reflective), and presentations
Overall goal and/or purpose of the assessments
RSET: All testing methods are selected and provided in the curriculum used by the school district (Danielson's framework)
MIT: Measure preparedness of trainees to participate in
Christian ministry
Community college: contemporary and traditional approaches are used according to the standard set for the program.
University: determine dispositions of students and monitor preparedness for administrators test.

INTERVIEW & PRESENTATION ON ASSESSMENT QUESTIONS: SUMMARY &
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Development and implementation of assessments
Frequency of assessment use, update, and/or revisions
Frequency of courses reviewed to address the key program goals or general education curricula
RSET: to measure preparedness of regular education teachers to adapt the core curriculum to meet the needs of all students
MIT: Program director develops final (summative) assessment, instructors develop course (formative) assessments
Community college: ensure preparedness for university level requirements
University: assessment committee develops summative assessments
RSET: all assessments are designed within the curriculum
Community college: Assessments are developed by the dance department according to state guidelines - formative assessments through the semester, summative assessment is a performance assessment at the close of the semester with instructor and student evaluations.
University: edited yearly MIT: Assessments are used in every course, reviewed for updates and possible revision before each use.
RSET: every week and are updated as the curriculum is updated.
MIT: assessments used
Courses are reviewed throughout the two-year training process to determine effectiveness in learner growth and understanding of specific skills and/or facts.
Community college: one area of assessment is evaluated every semester so that the entire assessment method is evaluated every 2.5 years and revised, if necessary. Attrition rates may alter the use, update, and/or revision schedule.
University: reviewed yearly
Community college: some component of each course is assessed each semester
Types of data used to measure the success of the learner/are rubrics utilized to grade or evaluate completed assignments
RSET: any problems are addressed with the curriculum is reviewed. There is no mandated time for such review.
MIT: data - attendance/participation, scores on tests and other projects. Rubrics are not used.
RSET: the work/assessments completed by the special education students indicate the success of the regular education teachers. Rubrics
University: assessment and course grades,
CAT score. Rubrics are used.
Community college: goals, learning outcomes, objectives, competencies and proficiencies, state standards and benchmarks, and performance indicators.
Rubrics are used.

INTERVIEW & PRESENTATION ON ASSESSMENT QUESTIONS: SUMMARY &
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How assessment validated a current program in the manner of acquiring continued support and securing it are used.
MIT: assessment validation is not needed for continued support
RSET: assessment validation is not needed for continued support
University: Assessment identifies university students as having highest passing rate for
CAT within the state. University students who pass the CAT on the first try rank second.
This data supports continuation of the program support.
Community college: University requirements result in supporting and securing courses within the dance department
Written Summary
Training facilitators and postsecondary instructors use traditional and contemporary assessments methods to determine the growth and development of learners. The majority of interviewees use rubrics.
Although assessment results do not always determine the continued support of courses, assessment results are used to ascertain the validity of courses and the need for course revision. The specific assessment method and application of assessment analysis depends upon the particular course and the desired data.