Assessment Clear and Simple: A Practical Guide for by Barbara E. Walvoord

By Barbara E. Walvoord

Overview transparent and easy presents a concise, step by step consultant for the overview approach. This functional e-book offers reasonable and important instruments that satisfy the necessities of accreditation firms, legislatures, overview forums, and and so forth. to make sure an easy, profitable review. With an easy-to-read demeanour, this toolkit explores the parts of making plans, budgeting, and the alterations within the curriculum, pedagogy, and programming. This transformed version comprises new standardized exams, portfolios, and e-portfolios for the evaluation method, and new institution-wide making plans instruments constructed by means of the writer for someone desirous about greater schooling.

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Extra resources for Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education, Second Edition

Sample text

When the institution’s regional accreditor asked it for a special report on assessment, the provost assigned this task to an assistant provost who did not hold a tenured position on the faculty. She dutifully went to several national meetings to inform herself, then visited every department with her message about how to do assessment. She was received with resentment in some quarters and with open hostility in others. Little progress was made, and the institution’s report on assessment was again frowned upon by its regional accreditor.

Establish Vision, Audience, Purpose, Goals Establish a Campuswide Vision for Assessment The aim of assessment is not compliance with accreditors—its goal is informed action that enhances student learning. An important role of assessment leaders is to help shape and reinforce that vision of assessment. • Every public statement about assessment, whether written or oral, should reinforce the vision of assessment as a necessary and natural act that helps the campus achieve its most important goals.

These individual instructor reports are then aggregated. For example, one might examine fifty faculty members’ reports to discover which student weaknesses are most often mentioned. This is the least time-consuming method of gathering classroom data because the papers are read only once—by the instructor. Everything else is based on the instructor ’s report or rubric scores. In Option 2, the instructor may play no role or may serve only as the collector of student work, not the analyzer. The pieces of student work or portfolios are read by a separate group of readers (usually faculty but sometimes graduate students), who prepare a single report for the department or general education.

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