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OCDI 7: Assessing Student Learning, Assessing Course Quality, Assessing Your Program and Institution

149.00

This course combines strategies to measure the quality of courses and student learning as it applies to quality of programs and institutional evaluation.

 

  • – Understanding types of assessments and strategies to use multiple measurements to assess the whole student will make assessing student learning more fruitful. The Chapter 8 discussion includes developing backward- and forward-looking, authentic, and portfolio assessments. We include an examination of the components of rubric development. A crosswalk chart will demonstrate how to link learning activities with assessment techniques. Finally, there is a discussion of how faculty can use assessment results. 

 

  • – Using the best practices of designing face-to-face, blended and online courses provides opportunities to assess the quality of a course. In Chapter 9 we examine several informal and formal ways to do this. Gathering student feedback in reflection activities and course evaluation surveys are ways to measure what is working and what can be improved to build a stronger course through continuous improvement. 

 

  • – Faculty are in the best position to provide academic leadership in program and institutional assessment. Chapter 10 discusses the need to integrate micro to macro levels of assessment: from the student, to the course, to the program/department, to the institution by providing continuity for quality. Since some programs/departments and all institutions are required to measure their outcomes for accreditation, knowing how your course relates to the curriculum of the program/department and how these align with the institution’s mission completes the overall assessment picture.

 

Content

Reading: Designing Effective Teaching and Significant Learning Chapter 8, 9, and 10.

A link to a complimentary copy of the eBook should arrive from Stylus Publishing in your email within 2-3 days of your registration.

 

Description

This course combines strategies to measure the quality of courses and student learning as it applies to quality of programs and institutional evaluation.

 

  • – Understanding types of assessments and strategies to use multiple measurements to assess the whole student will make assessing student learning more fruitful. The Chapter 8 discussion includes developing backward- and forward-looking, authentic, and portfolio assessments. We include an examination of the components of rubric development. A crosswalk chart will demonstrate how to link learning activities with assessment techniques. Finally, there is a discussion of how faculty can use assessment results. 

 

  • – Using the best practices of designing face-to-face, blended and online courses provides opportunities to assess the quality of a course. In Chapter 9 we examine several informal and formal ways to do this. Gathering student feedback in reflection activities and course evaluation surveys are ways to measure what is working and what can be improved to build a stronger course through continuous improvement. 

 

  • – Faculty are in the best position to provide academic leadership in program and institutional assessment. Chapter 10 discusses the need to integrate micro to macro levels of assessment: from the student, to the course, to the program/department, to the institution by providing continuity for quality. Since some programs/departments and all institutions are required to measure their outcomes for accreditation, knowing how your course relates to the curriculum of the program/department and how these align with the institution’s mission completes the overall assessment picture.

 

Content

Reading: Designing Effective Teaching and Significant Learning Chapter 8, 9, and 10.

A link to a complimentary copy of the eBook should arrive from Stylus Publishing in your email within 2-3 days of your registration.

 

Outcomes for Student Learning

We hope that by the end of the course you will be able to

 

  • distinguish between testing and assessment,
  • use student learning outcomes to create assessment activities,
  • develop appropriate scoring guides or rubrics to use in assessment, and
  • plan for assessment improvement after reflecting on current assessment use.

 

Outcomes for Course Quality

We hope that by the end of the course you will be able to

 

  • use feedback strategies to improve your courses,
  • examine several strategies for measuring the quality of your courses, and

assess your courses using rubrics with quality course design principles

Outcomes for Assessing Program, Department and Institutional Effectiveness

We hope that by the end of the course you will be able to

 

  • identify institutional level assessments including program and department;
  • examine institutional goals and outcomes;
  • analyze continuous improvement strategies;
  • recognize the reason for national accreditation and industry credentialing standards; and

develop program and department advisory committees

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OCDI 7: Assessing Student Learning, Assessing Course Quality, Assessing Your Program, and Institution

Additional information

Book
 
Designing Effective Teaching and Significant Learning
 
The authors have designed innovative practices and tools to help faculty and administration improve learning experiences for students and share examples of how faculty used Fink’s Taxonomy of Significant Learning to create high-quality courses.

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