星期六c2courmetin31.pptVIP

Developing Course-Level Learning Outcomes: Enhancing Learning Through Shared Expectations;Agenda:;Why transform to a language of assessment?;Intended Learning Outcomes of the Lesson;Outcomes Based Assessment: A process by which you determine the indicators of an effective program, use those indicators as criteria for assessing the program, and apply the results of the assessment toward the ongoing and continuous improvement of the program. ;Objectives vs. Outcomes1;Direct assessment of learning: gathers evidence, based on student performance, which demonstrates the learning itself. Examples: most classroom testing for grades or evaluation of a research paper on specific criteria Indirect assessment of learning: gathers reflection about the learning or secondary evidence of its existence. Examples: student, alumni, employer surveys;Embedded assessment: a means of gathering information about student learning that is built into, and is a natural part of the teaching-learning process. Example: as part of a course, expecting each senior to complete a research paper that is graded for content and style, but is also assessed for advanced ability to locate and evaluate Web-based information (as part of a program level, or a college-wide outcome to demonstrate information literacy).;Formative assessment: the gathering of information about student learning - during the progression of a course or program and usually repeatedly - to improve the learning of current students. Summative assessment: the gathering of information at the conclusion of a course, program, or undergraduate career to improve learning of the next cohort of students or to meet accountability demands. ;Assessment for accountability: assessment of some unit (could be a department, program or entire institution) to satisfy stakeholders external to the unit itself. Results are often compared across units, compared to state and national norms, and always summative. Assessment for improvement: assessment t