| Assessment
FAQs
Q.
Why is it necessary to align the assessment component with
the other components (mission, goals, objectives, and instruction)?
A.
The only way to determine whether students master program
goals and objectives is to make sure that what gets assessed
is linked to what is taught. Alignment guarantees that assessment
data will provide evidence of student mastery. Example: If
data indicate student performance is low in one area, alignment
means that it is possible to examine the goal, objective,
and instruction related to that area. Since one can identify
when, where, and how the goals/objectives are covered, specific
changes can be made and those changes can be monitored through
selected assessment practices.
Q.
What is the best way
to assess the mastery of skills?
A.
In order to assess skill mastery, a performance is necessary
for students to demonstrate that they can apply what is learned.
For example: students may be able to list the components of
a research paper, but that does not mean they can write one.
They would have to actually write a paper in order to determine
that they have mastered the skill. In baseball, a student
may be able to explain what should be done at the plate in
order to advance a runner from first to second base, but that
does not measure the ability of the student to actually advance
the runner. In order to assess that skill, the student would
need to hit the ball properly in a game situation. Many departments
use projects and other activities to assess mastery of skills.
Q.
How can we
detect problems before they show up on a major test?
A.
Assessment should be ongoing. In other words, there should
be checkpoints along the way that provide information with
respect to student progress. For instance, if goal three of
the program is addressed in four courses, there should be
at least one objective in each of those courses related to
that goal. Additionally, each course should include some form
of assessment to determine student mastery of the objective(s).
That way, a problem will be detected at the course level,
and can be addressed before students take a major test.
Q.
What can be
done to make sure students take a serious approach to state
mandated tests?
A.
Faculty can talk with students about the purpose of the tests.
Students may be ambivalent toward
them because they do not understand why they have to be taken.
A:
Remind students that their score on their Major Field Test
(a graduation requirement) can be included on a resume if
they do well on the test.
Q.
Our problem
is that the state/national tests measure things outside our
program goals/objectives. What can be done about that?
A.
Ultimately, a decision has to be made as to whether all items
measured on the state tests should be addressed in the program.
Those deemed worthy of coverage will need to be inserted into
the program at the proper place. Consideration should be given
to the goals and objectives that should
be written for them, the course(s) in which they should be
taught, and the best methods for teaching them. Assessments
(ongoing and summative) of the new objectives will provide
feedback regarding student mastery.
Q.
Is there an
evaluation model that would provide guidance for using the
data available to us?
A.
Some departments develop a matrix where they chart the following:
(1) What data are available? What types of tests/surveys
are taken as students move from the
beginning to the end of the program?
(2) When are the results of each of these tests/surveys
received?
(3) Where are the results housed? Who has them?
(4) Who examines the results of each test/survey?
(5) How are the results communicated to those who teach
the corresponding courses?
(6) If a problem is detected by the data, who is in charge
of revising the plan?
(7) What assessment device is targeted to determine the
effectiveness of the revision?
Click
here for an example of this matrix.
- Program
Goal – Each goal for the program
- Program
Objective – Each major objective for the program
- Assessment
Method – Identification of the test/survey/procedure
that is administered
- Collection
Responsibility – Who gets the results of each assessment?
- Dates
of Assessment – When are the assessments made?
- Assessment
Results – Who communicates the results to the instructors
of the courses?
- Plan
of Action – Who is responsible for course revision
when a problem is detected?
- Follow-Up
– How are revisions monitored to determine their effectiveness?
Resources:
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