indirect assessment methods

part 1:Identify four indirect assessment methods. What are the strengths and weaknesses of each? Give examples of how each is used..part 2: What are classroom assessment techniques? Do these have strengths and/or weaknesses?part 3: What are capstone courses and capstone experiences? Identify the pros and cons of each.Part 4: How can experiential education be used in colleges and universities? What are the benefits, if any, to experiential learning experiences?https://youtu.be/JPQ5CPJuVoIhttps://youtu.be/2G_vWcS1NTA
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Chapter 7
Assessing Learning in the Major
•
Banta and Palomba. Assessment Essentials 1e. Jossey-Bass A Wiley Brand (2015)
Assessing Learning in the Major
• Students place a great emphasis on
selecting a major.
• Employers report the candidate’s ability
to think critically, communicate clearly,
and solve complex problems is more
important than the major.
• How do faculty examine learning in the
major?
•
Banta and Palomba. Assessment Essentials 1e. Jossey-Bass A Wiley Brand (2015)
Capstone Experiences and Courses
• Capstone courses for seniors are designed to
demonstrate comprehensive learning in the major
through some type of product or performance.
• Experiences may include completing an
independent study project allowing a student to
work closely and be mentored by a faculty
member.
• Project assignments call for students to display
originality, critical thinking, problem solving, and
written skills.
Capstone continued.
• Capstone classes may include valuable
experiences – but cannot be focused just on the
content of the major.
• Capstone classes may include students from
other majors working on an assigned project.
(Employers report they would like to see
candidates engage in team work. )
Capstone continued
• Electronic portfolios likely to be used in health
science, education programs, arts and
humanities, and computer science as a capstone
review.
• Some departments gather student assignments
using their assessment management tools for
information rather than protfolios with
information selected by the student.
• Experiential education such as internships,
service-learning and applied projects may also be
used.
Group Work and Team Building
• To be effective, faculty have to prepare students
to engage in teams or groups in order to rate self
and teams; otherwise,
– Students may be reluctant to rate team members.
– Students may be reluctant to rate self.
– Students may not understand how to use rating
materials such as rubrics satisfactorily.
• Groups as opposed to teams may meet and
divide up tasks, and may work independently
from the group as a whole.
Group Work and Team Building
• Teams are made up of individuals with
–
–
–
–
–
A collective identity,
A common goal,
Interdependence on assignments,
Distinctive roles within the teams, and
A role within a larger organizational context.
Employer Involvement
• Faculty may invite employer to help collect
assessment information.
–
–
–
–
Through student interviews.
By serving on panels or juries.
By serving on advisory boards.
By completng employer surveys.
Intentional Learning
• Institutions have begun to engage in intentional
learning.
• Fostering intentional learners equips student to
adapt to their environments throughout lives.
• In addition to content learning, students will need
– The ability to negotiate and compromise,
– To develop qualities such as adaptability, openness,
empathy, and insight, and
– To become aware of values and perspectives within
their profession.
Chapter 6
Using Indirect Assessment
Measures
•
Banta and Palomba. Assessment Essentials 1e. Jossey-Bass A Wiley Brand (2015)
Using Indirect Methods of Assessment
• Indirect methods of assessment ask
students to reflect of their learning.
• Direct methods of assessment ask
students to demonstrate their learning.
• Indirect methods include questionnaires,
interviews, focus groups, and other
listening and observing approaches.
• Indirect methods address a wide range of
topics and a variety of target groups –
often the choice of assessment in
student affairs divisions.
•
Banta and Palomba. Assessment Essentials 1e. Jossey-Bass A Wiley Brand (2015)
Surveys
• Questionnaires are a predetermined set of
questions and are used in surveying.
• Questionnaires collect information from
individuals in a target group about their
characteristics, behaviors, attitudes,
perceptions, and needs.
• Questionnaires may use telephone, paper, or
web-based software such as Survey Monkey for
collecting data.
Topics for Surveys and Information Gathering
• Faculty and staff should refer to their assessment
plans for selecting possible survey topics.
• Questions may ask students to indicate their level
of satisfaction.
• Questions may ask students about their needs for
various services.
• Questions may ask about students preparation.
Selecting Groups
• More than one target group may be selected.
• May select from the following groups.
–
–
–
–
–
Broad range of students.
Specific group of students.
Alumni
Employers
Faculty
Response types and scales
• Questions may be
–
–
–
–
Open-ended.
Closed-ended.
Likert scales.
Likert scales type responses for symmetrical and equal
numbers of possibilities.
– Response scales with categories.
Writing questions
•
•
•
•
Decide if outside help is needed.
Pretest questions.
Designing questionnaires is challenging.
Requires a decision about paper based or web
based administration.
• Questions should
–
–
–
–
Be worded as clearly as possible.
Cover possibilities.
Have logical layout.
Have marked skip patterns clearly for respondents.
Questionnaire Administration
• Generally preceded by an invitation.
• Should state if the questionnaire is anonymous
versus confidential.
• Should engage responses.
National Surveys
• Institutions may choose commercial surveys.
• Companies include NSSE and ACT.
• Institution may use both commercial surveys and
locally written surveys.
Other Indirect Measures and Considerations
• Focus Groups include Topic or Target groups.
Means of collection information include the
following.
–
–
–
–
–
Interviews.
Written Material.
Document and Records.
Student Activity Transcripts.
Other consideration include
• Neutral meeting room.
• Moderator’s selection and preparation.
Qualitative versus Quantitative Approaches
• Research may be qualitative such as in-depth,
open-ended observations or responses.
• Research may be quantitative using numbers,
measues, experimental design, and statistical
analysis.
– May be achieved by analyzing a large number of cases
with carefully designed instruments that have been
evaluate for reliability and validity.
Classroom Assessment Techniques
• Classroom assessment has great potential to
help faculty improve classroom techniques.
• Classroom assessment techniques fall into three
broad categories.
– course-related knowledge and skills.
– students’ attitudes, values, and self-awareness.
– students’ reactions to specific aspects of instruction.

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