about 4 months ago - No comments
Tweet Current, common methods used by #highered #assessment professionals when sampling and evaluating student work for general education or program level outcomes assessment projects may not provide results that can be reliably generalized. Even if sampling work from 1500 students in an institution with only 4500 students total, the results may not be indicative of…
about 4 months ago - No comments
Tweet A recent article published by Inside Higher Ed focuses on a study that suggests student motivation on low-stakes, standardized exams used for institutional assessment may impact the reliability of results. That has serious implications for institutions using the results of those exams to report institutional effectiveness regarding student achievement of institutional outcomes. That article…
about 4 months ago - No comments
Tweet I have a speaking engagement coming up next Friday at Howard College in San Angelo. I’ve been developing a custom presentation to address the specific needs described in my conversations with the colleague that invited me to present. As usual, the development process takes on a life of it’s own and the presentation slowly…
about 4 months ago - No comments
Tweet Being primarily responsible at my institution for general education, program, and course level outcomes assessment, a project I helped to initiate this academic year has been the implementation of Blackboard Outcomes that integrates deeply with the Blackboard Learn LMS. In short, Blackboard Outcomes makes it possible to collect electronically samples of student work so…
about 4 months ago - No comments
Tweet Being primarily responsible at my institution for general education, program, and course level outcomes assessment, a project I helped to initiate this academic year has been the implementation of Blackboard Outcomes that integrates deeply with the Blackboard Learn LMS. In short, Blackboard Outcomes makes it possible to collect electronically samples of student work so…
about 7 months ago - 1 comment
Tweet I have suggested previously that NO college level course should have learning outcomes that are written at the lower cognitive levels. Working from Bloom’s Taxonomy, a college level course learning outcome should NOT be to define, explain, describe, discuss, list or identify. College level courses should require students to analyze, apply, synthesize and evaluate…
about 9 months ago - No comments
Tweet The previous post highlighted differences between Outcomes vs. Objectives for Institutional Assessment. As promised, I hope to further clarify the differences by engaging the next step in the institutional assessment planning process: defining and planning assessment methods for a previously developed outcome. Describing the assessment methods and measures, that may be used will further…
about 9 months ago - No comments
Tweet I’ve written previously about the difference between outcomes and objectives. During a recent institutional effectiveness workshop, I’ve come to the conclusion that the same issue exists when assessing administrative units. From what I’ve experienced and seen, current institutional effectiveness and continuous improvement practices for the administrative assessment efforts lead to the same blending of…
about 9 months ago - No comments
Tweet Bloom’s Taxonomy is exactly that – a taxonomy, not a heirarchy. And, students of many ages are capable of higher order thinking skills (e.g. my then 9yo daughter) like application, analysis, synthesis and evaluation; of course, students will exhibit different levels of proficiency and different levels of complexity in their thinking. Here’s my question……
about 1 year ago - No comments
Tweet The Chronicle of Higher Education asked, Is it time for more widespread reform of college teaching? This series explores the state of the college lecture, and how technologies point to new models of undergraduate education. Last month, we began inviting students across the countries to fire up their Web cameras or camera-phones to send…