ITL Assessment Series
Too time consuming? Busy work with little meaning? Irrelevant? If you’ve thought this about assessment, this series is for you. These four sessions are an opportunity for program directors and faculty to revise and reset their annual program assessments. Topics were crafted based on faculty feedback during the fall Assessment Roundtable sessions as well as the annual reports, and they are intended to address some common concerns of the assessment process. Participants will be given time during each session to work on their plans.
At the end of the series, faculty will have:
- A new or revised assessment plan for their department’s programs
- A draft of the annual assessment report due in October 2018
- A copy of Assessment Clear and Simple by Barbara Walvoord
- A ITL Assessment Reset certificate of completion for RTP and merit
In order to receive the above, faculty who register must commit to attending each session, either in person or via WebEx. We encourage departments to send at least two faculty together; this will give faculty time to brainstorm concerns and ways to address them. In order to give appropriate time and attention, this workshop will be limited to twenty participants. Sessions will run Tuesdays from 3:00-4:30 in Leigh Hall.
Planning for Success: Writing Program Outcomes and Mapping Program Curriculum
Tuesday, Feb. 6, 3:00-4:30, Leigh Hall 414
Colleen Teague: Wayne College
Measurable and precise learning outcomes help drive meaningful assessment. In this session, we will cover how to write or revise program outcomes to make assessment manageable. Colleen Teague will then describe how to move from program outcomes to a curriculum map, using the Healthcare Office Management program as an example. Mapping ensures that essential knowledge and skills are embedded throughout the program.
Participants will write or revise program learning outcomes and then map them onto their program courses.
Closing the Loop: Using Data to Inform Change
Tuesday, Feb. 27, 3:00-4:30, Leigh Hall 414
Julianne Jones: College of Business
Paying close attention to assessment data can reveal gaps in students’ skills. This session will describe one professor’s efforts to address specifically identified gaps with a low-cost solution: short videos that walk students through problems. The problems relate to the specifically identified areas of concern based on past assessments. The problems provide additional exposure to some of the more challenging concepts and practical skills taught in the course. The videos were embedded into Brightspace and students could access them at any time for additional review. In the year since the videos have been created, the students’ skills have improved in each of the areas in which videos were created.
Julianne Jones will describe her process for closing the loop that involves a focused approach to a single problem. Participants will identify an area in their program that could benefit from a similar approach.
Assessing Student Writing: Assignments and Rubrics
Tuesday, Mar. 20, 3:00-4:30, Leigh Hall 414
Dr. Ron Otterstetter: College of Health Professions
Most programs require their students to demonstrate skill in writing and researching. Dr. Otterstetter will describe the research proposal his graduate students write as well as the rubic he uses to evaluate their writing.
Participants will identify discipline-specific writing assignments for students and develop a working rubric aligned with learning outcomes. We will cover the importance of norming if several instructors are evaluating student work.
Using Brightspace To Streamline Assessment
Tuesday, Apr. 17, 3:00-4:30, Leigh Hall 414
Michelle Byrne in conjunction with DDS
In the final series session, participants will set up a Brightspace ongoing class for their programs. We will cover how programs can use a variety of tools in Brightspace to help collect and manage assessment data and other information. A variety of digital options will be covered and participants will choose the best for their programs and faculty.