Helping students learn so that they may become productive, creative, ethical, engaged citizens and leaders.
Methods of Assessment
Assessment methods and terms commonly used at UCO
Outcomes Categories
Attitudinal Outcome - measures students perceptions, attitudes, and
impressions.
Behavioral Outcome - measures students application of practices; change
in behavior.
Cognitive Outcome - measures students knowledge of specific objectives.
Types of Data
Quantitative Data - measured in terms of quantity and presented in
numerical format. Standardized tests and surveys with response sets are
examples of
quantitative assessment.
Qualitative Data - measurement based on subjective assessment of
meeting specific conditions. Focus groups, and observations are two
methods producing
qualitative data.
Testing
Pre/Post Testing – administration of a test instrument at the beginning of
a
time period and repeated at the end of a time period. Typically pre/post
testing is administered in a course at the beginning and end of the
semester.
Commercial Standardized Tests – group administered, mostly or entirely
multiple-choice objective tests in one or more curricular areas. Scores are
based on comparison with a reference or norm group (population tested
during a specific time period). The commonly used commercial
standardized tests used at UCO include: ETS Major Field Test (MFAT)
and Area Concentrated
Achievement Test (ACAT).
Locally Developed Tests – tests written by the faculty in the department
to reflect the concepts being assessed. Tests can include a wide range of
question formats. Typically locally developed tests used for Curriculum
assessment are
administered to all sections of a particular course.
Embedded Tests Questions – use of a few questions focusing on a specific
concept being assessed in the curriculum are embedded in mid-term
and/or final examinations. Analysis of student responses provides insight
on how well the concept
is covered in the curriculum.
Assessment of Artifacts/Assignments
Artifact - a document that reflects student performance; i.e. student
paper, performance observation checklist, artwork, video, etc.
Assessment may be based on a single artifact or multiple artifacts
(portfolio).
Rubric - an evaluation form that lists the criterion for assessing an
assignment. A performance scale typically is structured in a point system
to allow for the
ability to assign a numerical rating for the assessment.
Primary Trait Analysis – a rubric defining the criteria used to critique a
specific artifact of
student work (i.e. essay, lab report, presentation).
The criterion is assigned a numeric value based on standards defined. This
method provides a numeric value to the evaluation of what is generally
considered to be
subjective.
Portfolios – a display of student experience or work focusing on a
specific
goal. Portfolios can be artifacts of work (i.e. essays, lab reports, projects)
or an overview of an internship/practicum experience. Many departments
arrange for a student symposium to display the student’s accomplishments.
Either a group of faculty or external assessors critique the quality of the
student’s work.
Surveys
Performance Appraisals – expected performances are listed on a checklist
and either a faculty
member or external assessor familiar
with the program critiques the student’s performance.
Opinion Surveys (Students, Graduates, Alumni, and Potential Employers)
– questionnaires used
to gather individuals perceptions
of their own attitudes, beliefs, and/or behaviors.
Student Inventories – questionnaires that focus on the perception of
specific behaviors and/or abilities. These can be used as pre/post
instruments to measure a change in perception of behaviors and/or abilities
in a course.
Focus Groups – a group discussion focusing on specific topics guided by
a facilitator. The interactive discussion can cover a broad range of content
and provides the opportunity for follow-up probes. Typically a focus
group will have six to
fifteen participants.
Exit Interview and other interviews - an interactive dialogue to gather
student attitudes and perceptions on issues. Generally exit interviews are
conducted with senior students by faculty in the department and focus on
the strengths and
weaknesses of the curriculum program.
Data Analysis
Transcript Analysis – review of student transcripts for specific
information. This is commonly used to determine if students are following
the recommended course sequence or have completed specific courses.
Generally additional information regarding grade analysis for the courses
and overall GPA is
collected for analysis
during the review.
Student Records Analysis - use demographic and academic records
to study areas such as student behavior or identification of student
profile of typical students in the program.
Avenues for administering assessment
Capstone Courses – a course designed to apply skills and knowledge
of coursework in the curriculum in an integrated experience. Typically
taken during the student’s last semester. Portfolio artifacts are commonly
collected for program
assessment in this course.
Cornerstone Courses – a course designed to introduce students to
the field of study. Typically taken by students in their sophomore or
junior
year prior to completion of the bulk of their major coursework. Portfolio
artifacts are commonly
collected for program assessment
in this course.
Scheduled Test Times – set-up of testing sessions outside of the
class
time. This is typically
used with commercial tests that require up to
three hours of testing time for administration. Commonly the class related
to the testing is preempted during the testing week to allow students more
freedom in scheduling
the testing session.
Student Symposium – student work is displayed in exhibit or
presentation
format. Typically the
symposium is open to the public
and assessed by either faculty or external assessors.
Advisement Days – students interact with faculty in advisement sessions.
Faculty administer
surveys, conduct interviews on
curriculum issues, and/or review student portfolios for progress.
Course Embedded – assessment of curriculum objectives by
incorporating assignments in courses.
Correspondence – mail and email surveys.
December 10, 2008