Lrsc course assessment



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Assessment Guide and Procedures for Faculty

Table of contents


Purpose of course assessment …………………………………………………………………..2

Procedure for completing the course assessment ……………………………………………….2

Criterion for a quality course assessment ………………………………………………………3

Assessment checklist …………………………………………………………………………….4

LRSC Philosophy of General Education Goals …………………………………………………7

Example assessment techniques………………………………………………………………….9

Essay writing…………………………………………………………………………………….10

Class Projects……………………………………………………………………………………13

Student Portfolios………………………………………………………………………………..13

Student self-evaluations………………………………………………………………………….14

Peer evaluations………………………………………………………………………………….16

Concept maps…………………………………………………………………………………….16

Competition results……………………………………………………………………………….17

Pre/post course……………………………………………………………………………………18

Threaded discussion………………………………………………………………………………19

Purpose of course assessment

Classroom assessment of student learning helps LRSC faculty to obtain useful feedback information on what, how much, and how well their students are learning. This information can be used to help faculty refocus their efforts to make student learning more efficient and effective. Teaching without learning is just talking, so it is important to determine if learning has occurred. As an integral component of the accreditation process, it is vital that LRSC faculty provide evidence student learning has occurred in their courses specific to the course objectives and general education goals of the college. It may be evident that there is need for improvement in the delivery of the instruction. Therefore, this process can provide the guide for improving student learning. According to the Higher Learning Commission, “a focus on achieved student learning is critical not only to a higher education organization’s ability to promote and improve curricular and co-curricular learning experiences and to provide evidence of the quality of educational experiences and programs, but also to fulfill the most basic public expectations and needs of higher education.”


Procedure for completing the course assessment checklist (page 4):

  1. At the beginning of the course, choose one general education goal and one course objective to assess. Type these in the space provided on the checklist. Also determine if this will be the start of a new process of teaching/method of assessment (opening the loop) or an assessment of something done previously (closing the loop).

  2. Determine the appropriate method to assess student learning. A list of possible tools/methods is provided in this document along with a brief description of each. Use the examples or samples methods as the guide.

  3. Instructors are encouraged to address different course objectives and general education goals over a period of years.

  4. To determine the sample quantities required for the assessment follow these guidelines:

  • The instructor should include enough samples to be representative of the class population.

  • A suggested acceptable sample quantity will be four (4) or twenty percent (20%) of the class, whichever is greater.

  • The evidence should include student samples that represent all grade categories.

  1. Instructors must eliminate from the samples all names or recognizable marks that would indicate a student’s identity if the samples are included. All student samples submitted shall be graded or evaluated by the instructor and have those grades or comments clearly marked on the samples. . If only data is included, a sample of the assessment is to be provided.

  2. The Assessment Committee encourages using multiple methods of assessment done over multiple times throughout the course. Sample assessments are provided for use as a guide. The method of assessment must measure the course objective and be appropriate to the General Education Goal. Indicate which of the following forms of assessment was utilized during this process by selecting the appropriate box on the checklist.

  • Essay writing

  • Class Projects

  • Student Portfolios

  • Student self-evaluations

  • Peer evaluations

  • Concept maps

  • Competition results

  • Pre/post course exams

  • Threaded discussions

  • Other creative method of assessment: [Provide brief description] __________________

  1. Provide a written summary of the process indicating how student learning was determined and the rationale for the method of assessment chosen.

  2. Complete the assessment questions and determine if there are areas for improvement. Provide any reflection on the questions that were answered NO.

  3. Discuss in the space provided any changes that will be implemented or if changes were made from a previous assessment, how the changes that were implemented in the course affected student learning. Note: opening the loop and closing the loop.

Criterion for a quality course assessment

General Education Goals



  • Meets expectations – an appropriate LRSC General Education goal to be assessed from the LRSC catalog (pertaining to the course) is listed in the space provided.

  • Partially meets expectations – [one of the following]: the general education goal is not provided, is listed improperly, or is not appropriate.

  • Does not meet expectations - [more than one of the following]: the general education goal is not provided, is listed improperly, or is not appropriate.

Course Objectives

  • Meets expectations – an appropriate and measureable objective is provided.

  • Partially meets expectations – a measurable objective is provided but is not appropriate for the submitted assessment.

  • Does not meet expectations – an appropriate measurable objective is not provided.

Adequate Sample Size

  • Meets expectations – The sample size has enough samples to be representative of the class population, with a minimum quantity of four (4) or twenty percent (20%) of the class, whichever is greater. The evidence should include student samples that represent all grade categories.

  • Partially meets expectations – N/A

  • Does not meet expectations – the sample size is not at the minimum quantity

Student names removed (if samples are provided)

  • Meets expectations – all remnants of student names are removed. A code for identification that is untraceable to the student can be utilized for tracking.

  • Partially meets expectations – identification of a student is possible but not obvious

  • Does not meet expectations – names or traceable identification are visible or not removed

Method of Assessment

  • Meets expectations – an appropriate method is selected for the type of assessment completed. The type of assessment must fit the method of collecting data and be implemented properly. See assessment examples for a guide.

  • Partially meets expectations – the type of method selected is not appropriate for the assessment completed

  • Does not meet expectations – an assessment method is either not present or does not measure student learning

Summary of Assessment

  • Meets expectations – a detailed description of the assessment process is typed providing a concise overview with the outcomes indicated. Data is provided in a manner that is easily interpreted and accurate.

  • Partially meets expectations – the description lacks a few components of the process or the data provided is difficult to interpret.

  • Does not meet expectations – either no summary or data is provided.







Course Name, Number, & call #

Semester (F,S,Sum)/Year

Instructor Name










Location: on-campus; off campus

☐Dual credit; Launch;

☐GFAFB

Open Loop:



Close Loop:



Number of Students:




Instructor

Check Off

Required Items


Committee

Check Off



1) The LRSC General Education Goal from the syllabus to be assessed is Click here to enter text.

Meets expectations

Partially meets expectations



(see explanation #1 below)

Does not meet expectations



(see explanation #1 below)





2) The course objective from the syllabus to be assessed is Click here to enter text.

Meets expectations

Partially meets expectations



(see explanation #2 below)

Does not meet expectations



(see explanation #2 below)





3) Adequate Sample Quantity (See #4 in the procedure instructions)

Meets expectations

Partially meets expectations



(see explanation #3 below)

Does not meet expectations



(see explanation #3 below)



4) A summary of the information/data is provided below in the summary of assessment (#1). If the actual assessments are included, all student names are eliminated from attached samples and replaced with a unique identification code.

Meets expectations

Partially meets expectations



(see explanation #4 below)

Does not meet expectations



(see explanation #4 below)

☐ Essay writing

☐Class Projects

☐Student Portfolios

☐Student self-evaluations

☐Peer evaluations

☐Concept maps

☐Competition results

☐Pre/post course

☐Threaded discussion

☐Other creative method of assessment: [Provide brief description- use summary space if needed.] _________________




5) Method of Assessment is applicable to determine student learning, the method is indicated (see examples provided) Refer to quality assessment guidelines for information regarding a quality course assessment.

Meets expectations

Partially meets expectations



(see explanation #5 below)

Does not meet expectations



(see explanation #5 below)




6) Instructor summary details the overall process of the assessment.

Meets expectations

Partially meets expectations



(see explanation #6 below)

Does not meet expectations



(see explanation #6 below)

For Committee Use Only

Explanation of required items that did not meet the expectations:



Reviewed by:




Date:



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