Introduction
Effective assessment of higher education institutional effectiveness is still in a stage of relative infancy, and to date has developed as a reactive response to external pressures. Assessment planning and institutional improvement have taken shape as a result of accrediting body influences on member institutions. However, even various accrediting bodies have yet to settle on common criteria and standards other than very general guidelines typically focused on evidence, validity, sustainability, and an improvement process. As a minimum any assessment plans must be able to demonstrate these key elements. Additional external influences have brought in the notion of educational value. What constitutes proof of value is still in a realm of subjectivity without solid definition. We can, however, still develop assessment plans that incorporate valuable tools to assess and improve mission effectiveness.
Evaluation
Assessment Balance
Useful assessment does indeed require a significant amount of thought in planning development, and a balanced approach tends to give more meaningful information. As presently crafted, the proposed assessment plan lacks some balance. It is largely a more traditional approach and could be improved with addition of more recent assessment developments. In overall balance, the one area completely missing at the institutional level is operational effectiveness. This effectiveness can have a significant impact on the ability of the institution to achieve its mission.
While not specifically addressed in a footnote, contextually, it is logical that “SSI” refers to a standardized Social Skills Inventory assessment. This being the case, institutional assessment is overwhelmingly biased with quanti...
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... start, it needs more developmental work in several key areas. Most assessment balance areas could be enhanced. What does need more substance is depth and breadth of an assessment culture along with a clear process of course, program, and institutional improvement. More involvement of external stakeholders would lend credibility to both outcomes development and achievement of outcomes. The plan also needs to incorporate administrative effectiveness in responsibly delivering higher education. The climate today demands proof of mission achievement, effectiveness, and improvement.
Works Cited
Mandernach, B. J. (2003). Formative assessment in the classroom. Retrieved from Park University Faculty Development Quick Tips (http://www.park.edu/cetl/quicktips/).
Middaugh, M. F. (2010). Planning and assessment in higher education. San Francisco, CA: Jossey-Bass Publishers.
...teacher see what their students know, wonder about and techniques they use to make sense of the world and the classroom. This information can then be used by the teacher to differentiate instruction. The teacher can recover material, present alternative activities that students are more receptive in order to foster student responsiveness and engagement. In Page Keeley’s article An Introduction to Formative Assessment Classroom Techniques (FACTs) she articulates the purpose and power of a classroom that frequently uses formative assessments by saying, “it organizes the entire classroom around learning and informs ways teachers can provide more effective learning experiences based on how their own” (10). Formative assessments foster a supportive classroom community where students and even teacher thoughts are encouraged and in turn shape the future of that classroom.
The schools and other units of the University will, over time, develop individual strategic plans that support and harmonize with the University Strategic Plan. Every member of the University community is invited to participate in ongoing conversations about the University 's goals and to help establish numerous specific short-term and long-term initiatives. The intention, then, is to align the efforts at the school and operational levels as closely as possible with these strategic goals and to measure our progress, employing key performance indicators at every
You are a consultant to NYU Polytechnic. The President insists that effectiveness must be evaluated by an increase in student population, particularly at the undergraduate level. The Director of the Management Department insists that the main goal is to update the curriculum. The Dean of Academic Affairs states that controlling costs should be the key focus. What would you suggest that the school do to ensure that effectiveness is properly evaluated?
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
Assessment is defined in the Merriam – Webster Dictionary as “the act of making a judgement about something” and thus connotes a worthwhile activity based on sound, careful thought. In Education, assessment has been variously defined as “any systematic method for obtaining information from tests and other sources, used to draw inferences about characteristics of people, objects or programs” (AERA, APA, & NCME, 1999, p.172); “any purported and formal action to obtain information about the competence and performance of a candidate’ (Schuwirth & van der Vleuten, 2014. p.243). Generally, assessment has three purposes. First, to determine what students do and do not know,
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
I always help students identifying their learning and progress and give them feedback. Students need to be aware of their achievement and progress. I adapt practice and plan further learning, this will make the assessment meaningful and effective as it will answer to the learner needs. 6.3 Use types and methods of assessment, including peer and self-assessment, to: - Involve learners in assessment - Meet the individual needs of learners - Enable learner's to produce assessment evidence that valid. Reliable.
McMillan, J. (2010). Classroom assessment: Principles and practice for effective standards-based instruction (5th ed.). Boston, MA: Pearson.
Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools. 6 (3) 7-22
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan, 2011). tests can tell us a lot about students and be used to inform and guide teaching, rather than simply to determine grades. Teachers can learn a lot from test results if they analyse the data generated to inform their teaching and learning programs (Perso, 2009). However, high stakes tests may result in students becoming stressed, leading to misreading questions, careless working and incomplete answers (Booker et al., 2010).
Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Stiggins, R., Arter, J., Chappuis, J., Chappuis, S., (2007). Classroom assessment for student learning: Doing it right -- using it well. Upper Saddle River, N.J: Pearson.