Why LEAP Value Rubrics?

As my institution has engaged a more systematic assessment of general education outcomes, the cornerstone of that effort, thus far, has been the AAC&U’s LEAP Value Rubrics.  Our faculty assessment committee has worked with faculty in different disciplines to identify a Value Rubric they determined was aligned to and an appropriate assessment method for each of our institutional general education outcomes. As faculty have encountered and begun using those rubrics, a number ask, “Why are we using the LEAP Value Rubrics?” or “Is there an opportunity to explore, create, and potentially use other rubrics?”  Generally, we are always open to discussion and continuous improvement, and that could include a change in rubrics.  With that said, there’s a number of reasons why we have relied inititally on the LEAP Value Rubrics as the foundation of our work and why I believe we should continue doing so.

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Rubric Norming Sessions, General Education Assessment

I’ll forgo the typical apology for having not written in this space in a long while because… well… that assumes that anyone… someone… actually reads what I write here, notices when I do not write here, and actually misses it.

Related to our general education outcomes assessment project, I’ve been extremely busy with “rubric norming sessions” the last several weeks. Working with volunteer faculty evaluators, we have been going through a process to help foster consistency in how we, as an institution and as a faculty, apply different rubrics as we assess general education outcomes. I’ll describe that process, and I’m interested in hearing from others perhaps engaging a similar process and/or doing it differently.

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Generalizability of Course-Embedded Assessments

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 the institution’s true level of performance in teaching general education or program outcomes.

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Reliability of Course-Embedded Assessment

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 and study is an important read for institutional assessment professionals.

“But my institution relies more heavily on course-embedded assessment, so it’s not as relevant to my institution.”  Not so fast…  I believe the results of that study also have implications for institutional administration of outcomes assessment projects relying on course-embedded assessments.

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Invited Presentation: Effective Classroom Assessment

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 emerges during the weeks that I spend preparing it.

Most of the topics I’ve planned to include have been in place for some time, but the organization of it has been evolving quite a bit.  At the moment, the presentation will be a series of issues and challenges I’ll pose to faculty to improve assessment in courses.  Of course, there will be interaction expected; there’s a question and pause every fourth slide or so…  It’s more about them than it is me.

Current assessment issues to be included are below along with questions I may ask along with a short summary or a link to a previous blog post where I’ve discussed the issue.  I’m always open to discussion and comments.

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