Time and Space

Many a trip continues long after movement in time and space have ceased. —John Steinbeck I enjoy discovering quotes. In fact, I have saved a few particularly poignant ones that I would be happy to share if you want to drop by my office. Recently, I came across this one by John Steinbeck. I’m a fan of several of Steinbeck’s books, but, interestingly, I didn’t find this in a book. It appeared in one of those little “inspirational” calendars that are very popular gifts at this time of year and for which it seems wholly appropriate. As I was musing on the quote, it came to me that assessment is very much like a trip that continues “long after movement…have ceased.” When assessing students, the movement generated in the collecting of data on student learning has an impact on the curriculum long after the actual data collection has stopped. With the act of analyzing the data, this movement amplifies as Continue reading Time and Space

New Beginnings!

I love the beginning of a new school year.  Everything seems fresh and new.  New students, new classes, and, of course, new assessments! If you are a faculty member, the beginning of the academic year is a great time to consider if assessment strategies from last year accomplished your goals.  Did the rubric measure what you expected?  Did the pre/post test show the gains that your students achieved?  Did students meet the benchmarks you established?  Were the student results well over, or well under the mark? These are some pertinent questions to ponder as you review assessment strategies for the coming year: What student learning did you measure? Did the assessment instrument capture the learning as expected? If not, can the instrument be tweaked? Or Do you need to start over? How are you examining the assessment data? Are you looking beyond averages? Is the data evenly distributed? Are there large gaps in performance? How will you impact the curriculum Continue reading New Beginnings!

Assessment-More than Numbers

Assessment – More than Numbers From my first forays into assessment work, I heard colleagues assert that assessing student learning is the responsibility of faculty with the goal of improving student outcomes.  I agree wholeheartedly with the statement, but then encountered examples of assessment processes that seemed to be driven more by the need to satisfy accreditors, state agencies, or other external bodies, all of which seemed ill-suited to foster faculty interest and involvement in assessment.  While I believe that Institutional Research or Assessment offices are colleagues that partner with faculty to assist, the actual work of assessment belongs to faculty and processes of assessment within institutions should be constructed in a way to ensure faculty ownership and use of assessment results. At Johnson County Community College we have found that using the cycle of assessment provides a theoretical and practical framework to engage faculty in authentic assessment activities. What was the Question? The cycle of assessment begins with a Continue reading Assessment-More than Numbers

Reporting Assessment Data

Reporting & Using Assessment Results   Assessment results are meant to improve teaching and learning as well as inform planning and decision making. Results of assessment activities can highlight successes such as:  better alignment of the curriculum with desired outcomes; creation of useful rubrics; development of explicit standards and corresponding samples of student work; evidence that students are meeting or exceeding learning expectations. Elements to include in an Assessment Report Things to consider The outcome(s) that was addressed. Is this a department/course level or general education assessment? The type of data that was collected and the timeframe for collection. Was this a pilot or department wide assessment? Was the data collected in Fall or Spring semester or over the course of the academic year?  If sampling was used, how was the sample collected? Who submitted data How many students were used? How were they selected? How was the student work evaluated? Describe the scoring mechanism, rubric, dichotomous responses, scaled responses. Continue reading Reporting Assessment Data