In the words of Tom Angelo; "Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education."
Briefly it may be described as "… systematic collection of information about student learning, using the time, knowledge, expertise, and resources available, in order to inform decisions that affect student learning." (Walvoord, 2010, p. 2).
General Education Limited Distribution Core
All courses included in the Limited Distribution Core are assessed every time they are taught, though not every outcome may be assessed every semester. All sections of a Limited Distribution Core course must teach and assess the same learning outcomes, sharing some common assessment practices. Evidence documenting student performance will be submitted by all full- and part-time faculty members every year.
Teaching & Assessing the Outcomes: All general education Limited Distribution Core courses must teach and assess a significant number of the sub-outcomes which comprise the seven general education outcomes listed below:
Discipline Specific Outcomes: In addition to the four outcomes taught and assessed in all general education courses, the Program’s discipline specific outcomes will be addressed through approved courses in the following categories:
1) Assessments should be varied and include formal and informal evaluations.
2) Assessments should measure the level of student success, and measure students' attainment of learning outcomes.
3) Assessments and evaluation plans should be clearly laid out to students at the beginning of a course.
• Locally developed- internally developed by members of academic programs (courses) to measure student learning tied to specific learning outcomes.
• Externally developed- published tests; established reliability and validity; can use for norm-referencing; do not align well with specific learning outcomes.
• Embedded Assessments- classroom assignments
• Performance Assessment- student activities or products; construct own response (essentially anything but tests or surveys)
• Authentic Assessment- “task should meet a higher standard: they should demonstrate learning directly related to the nature of the discipline in which students are engaged and reflect the outcome of being assessed.” (Banta and Palomba, 2014).
Faculty Contracts Begin- August 16th
Summer Assessment Data Due- August 31st
PDF of Anticipated Course SLO Reporting for Fall Sent to All Faculty- Sept 10th
Yearly Course Lead List Due- September 15th
Any Changes in Fall SLO Reporting Sent to Assessment Coordinator Due- Sept 25th All changes for Fall must be made by this date before assignments are email out.
TracDat Fall Reporting Email Sent to Faculty- September 30th
Fall Assessment Data Due- December 31st
PDF of Anticipated Course SLO Reporting for Winter Sent to All Teaching Faculty- Jan 5th
Any Changes in Winter SLO Reporting Sent to Assessment Coordinator Due- Jan 7th All changes for Winter must be made by this date before assignments are email out.
TracDat Winter Reporting Email Sent to Faculty- Jan 10th
Email sent to Deans with Update Regarding Missing Assessment Assignments Sent- Jan 16th
Winter Assessment Data Due- January 31st
PDF of Anticipated Course SLO Reporting for Spring Sent to All Faculty- Feb 10th
Any Changes in Spring SLO Reporting Sent to Assessment Coordinator Due- Feb 25th All changes for Spring must be made by this date before assignments are email out.
TracDat Spring Reporting Email Sent to Faculty- February 28th
Spring Assessment Data Due- May 31st
Faculty Contracts Ends- May 31st
PDF of Anticipated Course SLO Reporting for Summer Sent to All Teaching Faculty- June 15th
Email sent to Deans with Update Regarding Missing Assessment Assignments Sent- June 16th
Any Changes in Summer SLO Reporting Sent to Assessment Coordinator Due- June 30th All changes for Spring must be made by this date before assignments are email out.
TracDat Summer Reporting Email Sent to Faculty- July 15th
Dr. Charles Lartey
410-822-5400 ext. 3414
Office: LRC 225
410-822-5400 ext. 2352
Office LRC 219
Quick Review of Formative and Summative Assessment
• Assist in student learning
• Inform decisions about instruction
• Provide specific information about students’ strengths and difficulties with learning
• Provide the benefit of feedback and advice to students
• Student training in self-assessment
• The “task” needs to be an accurate measure of the SLO
• Scoring guide or rubric
• Set of administration guidelines
• Ability to aggregate data
Examples of Formative Assessment:
• Question and Answer
• Practice Assignments
• Four corners
• Individual White Board
• Index cards
• Check lists
• One minute essay
• Exit slips
• Demonstrate individual achievement
• Determine is a student has attained a certain level of competency
• Comparative information
•Be sure the assessment is measuring your actual SLOs
•Is item analysis, grouping, and other specific information available
Examples of Summative Assessment
• Test, Exam
• Portfolio Review
• Term Paper
• Final Project
• Research Paper
• Literary Critique
• Unit Project