Training Delivery Method

Self-Paced Asynchronous Online

Audience

Faculties, heads, chairs, directors, assessment coordinators, and administrators in curricular, co-curricular, and service programs. The training is particularly designed for those who want to apply and maintain external accreditation.

Time Commitment

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

Module 1

Program Design

Learning Outcomes

1. Be familiar and apply the basic theories in program design

2. Create/redesign a program applying the basic theories

Suggest Materials

1. Assessment of Student Learning Outcomes SLO Failure | Why

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

Module 2

Course Design

Learning Outcomes

1. Be familiar and apply the basic theories in course design

2. Create/redesign a course applying the basic theories

Suggest Materials

1. Bloom's Taxonomy - Writing the Measurable Learning Outcomes (Get the Material Used in the Video)

2. Understanding Learning Outcomes and Appropriate Applications of Assessment Rubrics

3. Developing Student Learning Outcomes and Outcomes-Based Assessment Step by Step Explained with Example (Example File Used in the Video )

Module 3

Program Assessment Plan

Learning Outcomes

1. Be familiar and apply the basic theories in assessment plan

2. Create/redesign an assessment plan applying the basic theories

Suggest Materials

1. Why Assessment of Student Learning Outcomes SLO Fails and how to Make a Plan that Works Examples (Example Plan)

Module 4

Direct and Indirect Analytic Assessment Rubrics

Learning Outcomes

1. Be familiar and apply various types of assessment instruments, including, rubrics, direct and indirect analytic instruments

2. Create/redesign assessment instruments applying the basic theories

Suggest Materials

1. Direct vs Indirect Assessment Instruments of Student Learning Outcomes

2. How to develop analytic assessment rubric step by step guidelines explained with examples (Video Document)

3. How to Write Multiple Choice Questions MCQ Rules Dos & Don'ts Tips Guidelines Explained Step by Step (Video Document)

4. Indirect Assessment Instrument Samples

   1. Graduating Student Exit Survey Sample

   2. Industry Survey Sample

   3. Alumni Survey Sample

Reference

Teaching and Learning

1. McKeachie, W., & Svinicki, M. (2013). McKeachie’s teaching tips, 14th edition: Cengage Learning. ISBN-10: 1133936792, ISBN-13: 978-1133936794

2. 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

1. 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

Program Level Assessment of Student Learning

1. 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.

2. 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

3. 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)

4. Foundations and Skills for Lifelong Learning VALUE Rubric, Association of American Colleges and Universities (Rubric Video)