Assessment Clear and Simple: A Practical Guide for - download pdf or read online

By Barbara E. Walvoord

Evaluate transparent and straightforward presents a concise, step by step advisor for the evaluate strategy. This useful booklet presents reasonably priced and helpful instruments that satisfy the necessities of accreditation organisations, legislatures, overview forums, and and so forth. to make sure an easy, winning 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 changed variation contains new standardized checks, portfolios, and e-portfolios for the evaluation strategy, and new institution-wide making plans instruments built through the writer for someone desirous about better schooling.

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

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Keeping records and writing reports about assessment to various audiences, internal and external These functions must be performed by some combination of the following bodies: • • • • • • • • • • Assessment director Assessment committee General education director General education committee Curriculum committee Academic policies committee College and school deans and directors Provost’s office Institutional research office Perhaps the Teaching and Learning Center (though it is important to keep the center a safe place where faculty can go to get help with their teaching, and where they can be candid about their teaching problems in full assurance of confidentiality.

It is very difficult to use a single common rubric for varied types of student work. Consider using the generic rubric as a guide, and letting individual programs or instructors generate their own assignment-specific rubrics. • To act on information about learning, you need research and hypotheses about the factors that may affect learning. • Do your best to track the results of changes you make. In large, complex contexts, you can choose a sample of classrooms or programs to show results of changes.

Different institution. Midsized private liberal arts college. The assessment committee began as a subcommittee of the curriculum committee. It got some good people, advocated effectively for assessment, and became a separate, standing committee. At that point, I was engaged as a consultant, and the committee asked me to help it clarify its role. We looked at the entire “stomach” of the institution. After considerable debate, the institution constructed a version of the “stomach” in which the assessment committee would have all the functions of the “stomach,” including examining assessment data and making recommendations.

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