Assessment of Student Learning

Training Delivery Method

Self-Paced Asynchronous Online

Audience

Faculty members want to improve their teaching and learning in traditional, face-to-face, online, hybrid, synchronous, & asynchronous delivery method of instructions at the college level

Time Commitment

Two hours/week for five weeks (=10 hours)

Training Outcomes and Materials

Assessment of student learning requires understanding of some basics theories and apply them into practice. The following four modules provide relevant learning outcomes associated with the assessment of student learning training and the video demonstrations those help to achieve the training goals.

Quick Start Guide to the Assessment of Student Learning Certificate

Module 1

Backward Design

Learning Outcomes

Comprehend the big picture of assessment of student learning

Suggest Materials

Backward Design in Designing, Assessing and Evaluating Academic Programs Explained With Example (More about the Backward Design)

Module 2

Bloom's Taxonomy

Learning Outcomes

Apply Bloom's taxonomy in writing measurable learning outcomes

Suggest Materials

Module 3

Formative vs Summative Assessment

Learning Outcomes

Distinguish the difference between the following
1. formative vs summative
2. assessment vs evaluation
3. low-stake vs high stake
4. classroom vs program level

Suggest Materials

Assessment vs Evaluation Formative vs Summative Low vs High Stake

Module 4

Formative Assessment

Learning Outcomes

Determine the teaching goals by applying the
1. Teaching Goal Inventory (TGI)
Find an application for each of the 52 classroom assessment techniques (CAT) in your disciplines
Determine the usefulness of each CAT with respect to the cost(time)/benefit analysis
Distinguish between the individual and large-group assessments

Suggest Materials

Reference

Teaching and Learning

McKeachie, W., & Svinicki, M. (2013). McKeachie’s teaching tips, 14th edition: Cengage Learning. ISBN-10: 1133936792, ISBN-13: 978-1133936794
Willingham, D. T. (2009). Why don’t students like school? : a cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass. ISBN-10: 047059196X, ISBN-13: 978-0470591963

Assessment of Student Learning

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. 2nd edition. Jossey-Bass, ISBN-10: 1555425003, ISBN-13: 978-1555425005
Carriveau, R. S. (2016). Connecting the Dots: Developing Student Learning Outcomes and Outcomes-Based Assessment. Stylus Publishing, LLC. ISBN-10: 1620364808, ISBN-13: 978-1620364802.
Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. 2nd edition. Assn. for Supervision & Curriculum Development. ISBN-10: 1416600353, ISBN-13: 978-1416600350
Institute for the Development of Excellence in Assessment Leadership (IDEAL), Accreditation Board for Engineering and Technology (ABET). (Explanations on Assessment Document by IDEAL, ABET) (Rubric Video)
Foundations and Skills for Lifelong Learning VALUE Rubric, Association of American Colleges and Universities (Rubric Video)