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Key words: *All members of AALHE *Those new to assessment who want to familiarize themselves with issues and conversations relevant to the field. *Those experienced in assessment who are looking to gather information and make contacts as they evolve into leaders at [clear filter]
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Tuesday, June 5
 

1:00pm MDT

Topical Interest Group Deep Listening Session: Building AALHE member collaboration, professional development, and advancement TetonMetta Alsobrook • Moreen Carvan • Leah Simpson • Joseph Sullivan • Roberta Teahen • Keith Werosh
 
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Filtered by Key words (*All members of AALHE *Those new to assessment who want to familiarize themselves with issues and conversations relevant to the field. *Those experienced in assessment who are looking to gather information and make contacts as they evolve into leaders at) - 
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  • AALHE
  • Enterprise of Higher Education Level
  • Institutional Level
  • Keynote
  • Networking event
  • On the Ground: Course or Strand Level
  • Pre-Conference Workshop
  • Program Level
  • Sponsored Session
  • Yoga
  • Audience experience level
  • Advanced
  • Beginner
  • Intermediate
  • Key words
  • ' remained in the top reads section of The Chronicle of Higher Education for weeks and generated 46 posted comments as well as citations by groups of educatio
  • 'An Insider's Take on Assessment: It May Be Worse Than You Thought
  • 'Student affairs professionals need to be confident in writing learning outcomes and understanding their benefits.' (ACPA and NASPA 2015) Student affairs programming should be intentional in regards to the assessment of student learning. An intentional p
  • *All members of AALHE *Those new to assessment who want to familiarize themselves with issues and conversations relevant to the field. *Those experienced in assessment who are looking to gather information and make contacts as they evolve into leaders at
  • 2013 (2013a) gave rise to the Council for the Accreditation of Educator Preparation
  • 2015). Faculty and administrators engaged in assessment of lifelong learn
  • 2017). In many cases that means adding a global learning element to already tight ca
  • 2018) and assessment practitioners
  • A focus on a practice in learning assessment: A standard practice in learning assessment is the presentation and communication of results. High-quality
  • a self-study for accreditation as well as anyone seeking to encourage continuous improvement at any type of institution The word 'accreditation often elicits a grimace when mentioned on campuses. It can be associat
  • Academic Administrator and/or faculty engaged in designing assessment plans.
  • academic department heads
  • adjunct faculty
  • administration
  • administrators
  • All levels of AALHE expertise: o New assessment officers will get an overview of the expertise based on interviews of 13 well known experts. o Experienced assessment personnel will learn how to conduct and use developmental interviews o ALHE leaders will
  • all of the work up to that point becomes cannot have the intende
  • alumni surveys
  • An appropriate audience would include co-curricular program administrators and staff
  • and academic faculty. Participants will learn about a specialized type of co-curricular programming and goals (how research experiences using primary sources directly im
  • and analysis of selected response assessment items would benefit from attending this session.
  • and any other stakeholders interested in longitudinal learning in critical th
  • and anyone interested in a different approach to university level instruction. This instructional practice focused session will support instructors seeking to
  • and anyone interested in investigating options for evaluating student growth. This formative assessment practice focused session will support programs seeking
  • and assessment practitioners learn about involving students in the learning environment to improve outcomes. There is a deep divide between many faculty (e.g.
  • and assessment profe
  • and campus administrators who hire assessment personnel. Participants will learn about ways assessment positions and responsibilities have changed over the past decade
  • and competitive analysis
  • and educational activities would benefit
  • and educational activities would benefit from this ses
  • and engender softer skills
  • and faculty developers. This session will build skill to work across courses in a curriculum to
  • and faculty members
  • and funding (course release and graduate research assistance) for the redesign of large underg
  • and how to create 3-5 actionable items for the instit
  • and keep discussions moving toward articulated statements about participants' experiences
  • and likely to contribute to developing knowledge and under
  • and potential controversy surrounding terms can l
  • and providing relevant su
  • and Relevance One of the key characteristics of lifelong learners are those who engage in deep
  • and Smith
  • and staff) working in colleges and universities with decentralized operations
  • and the recent reason given (by assessment experts such as Suskie and
  • and to generate discussion of the salient contextual challenges that colleges and universities face in managing large scale data for meaningful and timeline assessment practices. Assessment
  • and/or have experienced frustrating pro
  • and/or implementing a comprehensive assessment process at their home institutions. The content of the session will be focused on the practical aspects
  • and/or technolo
  • Any Faculty members or participants who are actively implementing outcome based assessment practices on their institutions. Any conference attendee who has vested interest in the implementation of outcome based assessments in their institutions.
  • Anyone who is involved in the design
  • are interested in how assessment is taught in graduate programs
  • As NILOA surveys and other sources have documented
  • as we know from decades of experience
  • Assessment Committee member
  • Assessment Leaders
  • Assessment practitioners at any level would benefit from this presentation. The presenter will share Kentucky's initiatives and efforts to support the twenty-four 2-year and 4-year public institutions
  • Assessment Professionals
  • Assessment professionals and student affairs professionals responsible for co-curricular activities. Faculty members interested in providing co-curricular learning opportunities for students.
  • Assessment Professionals in Executive Education
  • Assessment Professionals in Post-Graduate Education
  • assessment services
  • Assessment Specialist
  • assessments
  • assign discussion leaders at each table
  • Attendees of the AALHE annual conference are encouraged to attend an open session hosted by the AALHE Events Committee. A subcommittee has been actively researching current training and certification programs for assessment practitioners in preparation to
  • Audience: anyone generating test items for students
  • Audience: anyone serving on
  • Bosnic-Antichevich
  • both on the campus and at a distance. Building a culture of assessment in this public u
  • both pos
  • Brajkovic and Struthers
  • budgeting
  • business
  • but it can be difficult to use the results unless there is a program in mind as
  • can help member institutions share with and learn from their peers to conduct valuable (and mor
  • CHE
  • co-curricular and interprofessional education assessment mapping integrated within a university's learning management system leading toward student mastery of skills necessary for
  • colleg
  • college
  • college graduates are expected
  • College instructors and presenters who need to explain complex
  • connotation
  • continuous improvement
  • counterintuitive
  • curriculum assessment results
  • deans
  • DELTA's role within the Office of the Provost is to foster the integration and support of learning technologies in North Carolina State University's academic programs
  • department
  • Department Heads
  • department or program chairs
  • describe ca
  • development
  • dialogue
  • different strategies for prioritizing results
  • directing
  • Distance Education and Learning Technologies (DELTA) at North Carolina State University provides faculty with instructional design support
  • Educators who want to learn more about how to develop reliable and valid assessments will benefit from this presentation.
  • Effective assessment
  • effective reports are a crucial part of the use of results because for results to be used
  • especially faculty
  • especially those that teach online courses. The audience will be exposed to research on the effectiveness of specific types of assessment in distance education courses and a variet
  • Establishing a culture of assessment and evaluation on any college campus can be a very arduous and cumbersome task. Institutional effectiveness and institutional research leaders are constantly struggling with identifying ways to educate and empower staf
  • etc.) and identified 'software / statistical analysis / tools as one of their top five m
  • evaluate
  • evaluation and improvement. Althou
  • existence of publicly available learning outcomes for the institution and specific program
  • Faculty
  • Faculty and administrators at the course and departmental levels. Modeling practice for real-time assessment and alignment grid for co-teaching and multiple stakeholder situations.
  • faculty and assessment practitioners tasked with implementing and supporting assessment systems; and others who may participate in university policy development. Our poster examines policies and practi
  • faculty and program leaders who are engaged with the assessment of student learning in general education. The session will provide models for methods to close the loop. Participants will engage in
  • Faculty and staff charged with assessing arts programs will certainly benefit from participating in this session. Since participants will participate in assessing student work
  • faculty and staff increasingly find themselves at universities or colleges that want to internationalize (Helms
  • faculty and staff that are tasked with implementing general education assessment on university or college campuses. This will be relevant to someone new to assessment or seasoned practitioners who are intere
  • Faculty in Advanced Professional Programs
  • Faculty in Executive Education
  • faculty who advise students
  • faculty.
  • familiarity with using surveys will be a benefit. Surveys are relatively easy to conduct
  • Focal topic: how to improve the assessment paradigm Contribution: Our session is timely and relevant because published examples of improvement as a result of assessment are still rare
  • Focus: The paper describes the assessment of flipping an introductory physics course. Instructors who are interested in flipping their course or assessing the impact of a flipped classroom are likely to be the audience that would gain the most from this p
  • Focus: This presentation focuses on providing pointers and knowledge to provide an assessment process that promotes fairness and equitability
  • focusing on real problems and solutions. However
  • founded and run by higher education professionals in partnerships around the globe
  • Gilbert
  • Gilbert's January 12 article
  • graduate students in assessment of faculty development
  • group discussions of ideas to deconstruct barriers to adjunct faculty assessment participation (World Café Format). Group ideas will then be r
  • having structu
  • Higher education administrators
  • Higher education assessment professionals
  • how well we are doing it
  • however
  • Identify the intended audience of learners who will most benefit from the session: Given the need to think strategically and problem-solve in any role and organization
  • if assessment information (especially use of results) is not broadly shared
  • imp
  • in fact
  • in particular those with multiple campuses. A one-size-fits-all approach to le
  • In response to employer demand
  • In the annual AALHE member survey
  • in the position to assist others with test item generation
  • including decentralized authority
  • including instructors and others tasked with program development and documenting program effective
  • individuals concerned with course and macro-level indications of program impact and success
  • individuals from any level of an institution could benefit from this session. However
  • Individuals that work with assessment data at a program
  • Individuals who are responsible for
  • institutional data is usually neglected by the educators. Most educators are not aware of the institutiona
  • institutional leaders
  • Institutional level assessment coordinators and directors Directors or faculty coordinating professional development
  • Intended audience are assessment practitioners
  • Intended audience are program administrators and internship coordinators
  • Intended Audience Faculty in Post-Graduate Education
  • Intended audience: All institutional assessment personnel
  • Intended Audience: College and university leadership
  • Intended audience: General Education faculty having responsibility for assessment and university assessment directors. Focus: The focuses will be on the multiple approaches that can be used in general education assessment and pros and cons of each of this
  • Intended Audience: Those involved in other educator preparation programs. Focus: The key takeaway of this presentation is an understanding that effective academic program assessment is accomplished by examining what we are doing
  • Interested participants include program directors and managers
  • Intermediate and Advanced Assessment Professionals
  • Interprofessional Practice and Education (IPE) is a domain that has risen to prominence for assessment professionals working in health profession schools. IPE is defined as two or more health professions learning or practicing together. IPE presents uniqu
  • Introduction
  • is not only about measurement; it is about building a culture of evidence and improvement. That means paying attention to the needs of stakeholders
  • it is hoped that they will experience that subjectivity does not
  • Learners who will benefit: Faculty and assessment professions that need strategies to set up or revive assessment practices. Explanation of content and focus: Accreditation is explicit in the need for teaching
  • learning
  • Many are familiar with the student learning outcome (SLO) assessment cycle and its dimensions. A plethora of best practices are published on how to write about these dimensions for reporting purposes. While the use of results is one part of the reporting
  • Many higher education organizations would like to improve their NSSE response rates as well as improve the response rate and quality of students' course/teacher evaluations. This poster presentation focuses on how a capstone course in Washington State Uni
  • Many institutions have difficulty communicating assessment information with both students and employees. However
  • Many institutions' assessment efforts are motivated by regional accreditors and/or viewed as administrative mandates. Our own Office of Institutional Effectiveness was created primarily for these purposes. Over time
  • medicine). O
  • members scored their knowledge and skill level the lowest in 'Using software programs for statistical analyses (e.g.
  • more than ever
  • or anyone looking to find ways to engage faculty in determining campus assessment processes and procedures.
  • or CAEP. CAEP's
  • or frequently misunderstood content. From political science and religion
  • or inst
  • or institutional effectiveness. This session is practice focused
  • or institutional level would benefit from this session. Participants will gain hands-on practice with a variety of data visualization techniques and tools specific to assessment data. Vi
  • or le The focus of the session is on learning how to critically evaluate the quality of test item. By looking at sample items and critiquing t
  • or leading
  • or other) of your proposed session
  • or others
  • or staff who have some type of role in the assessment process at their own institution. b. Would like to examine and discover strategies for faculty development in assessment. c. Wa
  • or student services who are new to assessment
  • or train staff and/or faculty in the development and/or evaluation of institution-wide assessment/evaluation processes
  • or train staff and/or faculty in the development of evaluation/assessment plans for institutional effectiveness and ongoing improvement of administrative units and/or academic programs.
  • other assessment practitioners may be interested and benefit from learning about this tool as it has the potential for broader a
  • Our session offers attendees the opportunity to grapple with two related challenges in learning assessment: systematizing assessment data and bridging outcomes to analytics data. Both challenges impact educators' ability to meaningfully apply evidence to
  • Participants will be engaged in the topic through embedded discussion questions during the initial presentation
  • PARTICIPANTS: All stakeholders involved with creating programs of study learning objectives and outcomes
  • participate in
  • People who lead program evaluation efforts at institutions of all sizes will benefit from a research-based model for the evaluation and continuous improvement of program health.
  • practice
  • primarily those with interest in online teaching and learning. Proctored assessment is a hot topic in online course development and it will be the focus of this pre
  • Professional charged with evaluating the quality of assessment on their campus are the target audience. Those that are in position to provide feedback to their colleagues on the alignment of outcomes
  • Professionals charged with developing or consulting on assessment plans. Those that are in position to make decisions or provide feedback to their colleagues on the alignment of outcomes
  • Provide a succinct explanation of the content and focus (knowledge
  • providing learners with the opportunity to both learn about and experience the mo
  • R
  • Rationale
  • reflective thinking (Tsingos
  • reinforced through learning by and for our
  • requirements to teach
  • research
  • resources devoted to assessment
  • roadblocks limiting progress or a culture that does not value the
  • SAS
  • scalable assessment of student learning.
  • Session's purpose: Public school's institutional data is free to the public and can tell us a lot about our curriculum and student success. However
  • SPSS
  • Staff in a center for teaching and learning can collaborate with the assessment office to development meaningful faculty development related to issues of assessment and the use of assessment evidence for continuous improvement. Collaborations between CTLs
  • staff or assessment professionals. While much of the session will be informational
  • stretches and teaches faculty and staff to utilize classroom and program assessments that measure outcomes with validity. The presenter has
  • student feedback
  • teaching and learning professionals
  • teaching faculty
  • the conflation
  • The content is based on research gathered for a project dissertation. My literature review was to review the practices and policies of leading colleges in student affairs and co-curricular assessments. This also includes the focus of Astin's involvement t
  • The focus of this proposed session is to provide a possible model for assessment training on campuses that engages
  • The focus will be on knowledge and dialogue: attendees will be given an overview of the model being developed by ACRL based on Project Outcome's success of creating standardized measures for the public library field and encourage dialogue amongst attendee
  • the Fox School of Business and Management initiated a redesign of its Bachelors of Business Administration (BBA) Core Curr
  • The goal of this poster presentation is to provide an overview of how GEER
  • the ideas we
  • The intended audience consists of assessment practitioners with at least a moderate level of skill and experience in assessment who are also interested in assessing co-curricular or student affairs efforts. This could be within a program
  • The intended audience for our interactive presentation are both novice and experienced higher education assessment professionals. The focus of our presentation will be a discussion of the perceptions of faculty
  • The intended audience for this presentation is administrators
  • The intended audience for this presentation is people who use evidence on student experiences and good practices to improve student achievement on broad learning outcomes. This can include people who use evidence from surveys such as the National Survey o
  • The intended audience for this session are assessment coordinators or faculty members seeking to develop or redesign courses with elements of experiential learning that are tailored to the needs of Gen Z students. This population
  • The intended audience for this session includes administrators directly involved with the development of learning outcomes and assessment on campus
  • The intended audience for this session is for anyone who is struggling with how to implement course level assessments that also speak to terminal competencies. Particularly in pharmacy education
  • The intended audience for this session is most directly those who teach college/university students directly as the practices which will be demonstrated in this session can and have been implemented in individual courses across all disciplines. Secondary
  • The intended audience for this session will include those in higher education teaching
  • The intended audience includes professors
  • The intended audience includes those who: a. Are faculty
  • The intended audience includes those who: a. Have a minimum of the basic knowledge of the data collection process b. Currently use or are interested in using surveys as a method for data collection c. Want to increase participant response rate in their ow
  • The intended audience is CBE and assessment professionals with little to no exposure to CBE and/or scoring models. The extant competency-based assessment literature has largely ignored the impact of scoring models on learning outcomes. Meyers & Glaze (201
  • The intended audience is faculty and assessment professionals who want to improve their assessment practices.
  • The intended audience is those who may be interested in using Qualtrics (or a similar survey software tool) to streamline and improve data collection practices and promote faculty engagement.
  • The intended audience of learners who will most benefit from the session is the academic assessment professionals working in the office of assessment and institutional effectiveness and high-level administrator supervising the office of assessment and ins
  • The intended audience of our presentation would be university instructors
  • the intended audience would be faculty or academic administrators. The focus is on closing the loop of a complete assessment project- from assessment to evaluation of
  • The intended learners for the proposed session are assessment professionals in both positional and non-positional leadership roles who are curious about the use of language in the process of creating and sustaining culture. The aim is for attendees to tak
  • The majority of this session will be hands-on and active in nature. The audience should have a general understanding of academic degree assessment and indicators of assessment quality. Participants benefiting the most from this session are those who are f
  • The merging of the National Council for the Accreditation of Teacher Preparation (NCATE) and the Teacher Education Accreditation Council (TEAC) on July 1
  • The presentation is non-technical
  • The process described utilizing Qualtrics surveys would be beneficial to anyone looking to seek rich feedback on any topic where collaboration would be meaningful among those surveyed.
  • The purpose of the session is to share research findings regarding redesign of the assessment profile of degree programs by focusing on program learning outcomes. The session will focus on practical implementation rather than the development of a theoreti
  • the results
  • the skillset to produce rubrics and practices of assessment that promote consistency avoiding biases and presupp
  • The target audience are educators at any level who want to engage their faculty in a systemic and collaborative approach to improving student outcomes. While WGU employs over 1000 part time and full time faculty to verify student competence
  • there is evidence across different indicators (extent of assessment activities
  • there will be an opportunity for partici
  • This interactive session demonstrates an innovative approach to curricular
  • This panel presentation is most appropriate for champions of student learning assessment (administrators
  • This poster will be of interest to anyone involved in SLO assessment in graduate programs. There is very little published research on the assessment of learning outcomes in graduate programs outside of some professional fields (law
  • This presentation addresses an institutional approach for engaging contingent faculty in assessment of student learning through data sharing and reporting mechanisms. An asynchronous meeting space affords participants with flexible attendance times. Facul
  • This presentation will focus on making assessment relatable to all AAHLE audience and promote networking opportunities. The skill-building session will give examples of ways to engage colleagues in a conversation about assessment that is fun at the same t
  • This proposed session will focus on how to understand results from national survey instruments (NSSE and SSI) and one direct assessment instrument (CLA+)
  • This session focuses on enhancing program-based diversity student learning outcomes and measures as an example of a project implemented at a large research university. The intended audience are program curriculum and assessment leaders and faculty
  • This session is applicable to attendees from institutions of higher education. The presenter will provide prompts
  • This session is designed for faculty and assessment professionals who are developing an outcomes-based general education program.
  • This session is intended as a follow-up to the session 'Identifying Problems in Assessment.' We refer you to that submission. It certainly will apply to those who have not attended the first session as the panelists will suggest practical next steps to pr
  • This session is intended for all in the assessment field. The focus of this panel discussion will be to bring to the forefront some of the issues that have plagued the assessment field and to offer some ways to reconsider how assessment is shared and disc
  • This session is intended for assessment center personnel
  • This session is intended for assessment professionals
  • This session is intended for assessment professionals from any level and any discipline who want to engage in discussions and hands-on science activities related to assessment. Participants will practice retooling performance assessments to make them know
  • This session is intended for assessment professionals from any level of experience. This session will urge participants to re-consider multiple-choice assessments as a viable solution to reliable
  • This session is intended for faculty and administrators responsible for assessment
  • This session is intended for instructional designers
  • This session is intended for new and seasoned assessment practitioners who regularly engage with faculty and administrative stakeholders. These practitioners may have prior experience with
  • This session is intended to be valuable for both assessment professionals and higher education leadership. Given Liberty University's recent successful reaffirmation
  • This session will be beneficial to those working with graduate programs
  • This session will be designed to demonstrate an assessment model
  • This session will be of most benefit to faculty and staff who have been tasked with creating
  • This session will cover the practice of using placeholder courses to track graduate student progress and is an intended for an audience of graduate administrators. With the trend toward increasingly data-based decision-making and CRM usage
  • This symposium would be of interest to anyone involved in assessing learning in the co-curricular areas
  • Those involved in evaluating study abroad programs would be interested in this presentation. It focuses on student learning and provides data indicating the efficacy and impact of study abroad programs on student learning. Faculty can use results to impro
  • timely
  • to biology and math
  • to possess not only disciplinary skills but also transferable skills that allow them to function effectively in a variety of settings in
  • University Administration
  • we have worked to develop mor
  • we will be able to share lessons learned along the way as we sought to design a comprehe
  • We will demonstrate how Faculty and Campus Life worked together over several years to transform amorphous freshman classes into deliberate First-Year Experiences. We emphasized mindfulness and creative thinking
  • whether they are faculty
  • which should include academic deans and faculty engaged in creating courses and teaching. The poster will focus on the similarities and differences i
  • while more technological
  • While the assessment process could be of benefit to anyone involved in higher education
  • While this session may be of most interest to those who are tasked with the assessment of learning in experiential coursework
  • who are involved in assessing program-level student learning at large research-intensive universities
  • with a focus on academic quality. This session will o
  • with evidence to support your case that the session is relevant
  • With increased national demands for a skilled and competent workforce
  • Learning Outcomes
  • (2) discuss advantages and disadvantages of proctored assessment
  • (a) align learning outcomes to assessment tasks and (b) evaluate quality of that a
  • - Identify institutional oral communication assessment strategies appropriate and relevant to one's context with the awareness of the strengths and caveats of each strategy. - Reflect on ways to use assessment for faculty capacity-building in teaching a
  • -Recognize CAPE 2013 domains -Explain the need to evaluate softer skills in professional education -Match assessment types to different educational outcomes -Identify effective rubrics for assessing proficiency
  • 1) Identify potential models for cross-departmental assessment of co-curricular learning; 2) Develop strategies for conducting campus-wide environmental scans of co-curricular programming through interviews and document analysis to enhance enrollment data
  • 1) Identify the primary responsibility of leaders within an organization 2) Understand the stages of organizational life cycles and decline 3) Complete a 'FutureScape' strategic thinking map and begin organizing current insights for action 4) Apply the '
  • 1) Understand the importance of consistent assessment processes that lead toward ongoing improvement in the areas of Academic
  • 1. Articulate multiple perspectives on how different groups may view assessment 2. Identify differing definitions of 'assessment' 3. Recognize that there are issues and problems with how assessment is often enacted 4. Engage in improved dialogues on their
  • 1. By the end of the workshop
  • 1. Identify how 'failing' can be a positive indication in assessment of learning practices as it can help to identify areas in need of modification 2. Acknowledge that chance can only occur if there is a need to change (demonstrated 'failure') discuss app
  • 1. Learn strategies to implement the peer review model at your institution 2. Learn how to utilize our training components and rubrics 3. Learn how to engage faculty and administration in the institution-wide assessment/evaluation processes
  • 1. Learn why we need to know the historical development of the assessment of learning in higher education (ALHE) 2. Learn how to discover historical progress in ALHE or other fields documented in peer-reviewed publications a. Be able to conduct developmen
  • 1. Learning outcomes for participants attending the poster presentation should be aligned with the mission statements and goals of the participants' programs. 2. Learning outcomes for participants should include their ability to state their program's expe
  • 1. Participants will be able to articulate and distinguish between learning in higher education
  • 1. Participants will discover pragmatic methods for curricular
  • 1. Participants will identify pros and cons of different approaches in general education assessment
  • 1. Participants will learn about the Learning Improvement by Design program at James Madison University. 2. Participants will learn about the Physics targeted student learning outcome and create a draft of a student learning outcome for their program. 3.
  • 1. Participants will learn about the relationship between alumni's reports of four categories of good practices they experienced as undergraduates and their subsequent development of 13 different broad liberal learning outcomes. 2. Participants will learn
  • 1. The participant will be able to create a quality multiple-choice item that can assess higher levels of learning. 2. The participant will be able to integrate best practices for objective assessment into their current assessment model.
  • 1. The presentation will describe the need for a model for assessing study abroad programs. 2. Participants will learn about a model used and describe how the model may be implemented. 3. The first iterations of the model's implementation will be discusse
  • 1. Understand how to interpret reports from NSSE
  • 1.Identify participants' campus needs regarding global learning 2.Review the scholarship on assessing global learning 3.Examine TCU's assessment plan and data 4.Discuss lessons learned 5.Evaluate how this may inform their work at their home institutions
  • 1.Participants will be able to analyze science performance assessments to recognize how many dimensions are being assessed. 2. Participants will be able to modify one-dimensional and two-dimensional performance assessments and retool them into 3D performa
  • < Participants will critique the use of improvement teams in general education assessment. < Participants will discuss the pros and cons of the presented assessment process. < Participants will describe how the presented process could be used
  • a. choose the appropriate type of test item for the learning outcomes to be assessed b. generate quality test items c. peer-review/critique items for others d. describe how peer-review of exams can leverage change and support a culture of assessment
  • a. Learn about the purpose and use of logic models b. Learn about the basic structure and components of a logic model c. Learn how to construct a logic model d. Learn how to utilize logic modeling as part of an institutional effectiveness planning process
  • a. Participants will identify key components and challenges of 'closing the loop' and a specific approach to address them. b. Participants will apply a rubric-based approach to a set of sample evidence to determine if an improvement plan is needed follow
  • Administrative
  • After attending the poster session
  • After engaging with this poster and its presenters
  • After the session
  • After this session
  • and (3) discuss differences in outcomes between instructor
  • and 2) understand how the approach can be used to spark conversations abo
  • and advanced learning in an academic discipline. 2. Participants will develop skill in evaluating processes designed to assess learning l
  • and civic participation; 2. The important challenge
  • and CLA+. 2. Synthesize results from multiple assessments. 3. Create a list of areas for improvement
  • and collaboration from various populations. (2) Opportunities for deeper refle
  • and export results. c. Be able
  • and institution learning outcomes State the two necessary and sufficient criteria that make a student learning outcome assessable Report at least
  • and noncognitive learning outcomes
  • and potential inconsistencies in their institution's e
  • and processes. 2. List at least 3 challenges associated with promo
  • and professional sta
  • and provide timely formative assessment of student learni
  • and recognition at their institution Consider strengths
  • and student learning as well as increase the value of assessment for indi
  • and Student Support Services 2) Plan curricular and co-curricular assessment designs that are capable of produci
  • and to collaborate with colleagues in the learning process.
  • and/or discuss the project
  • Application of different forms of assessment and alignment grid to our LEAP/Library/Student partnership resulting in higher library skill retention used to fuel information literacy skills in a research institution.
  • Apply suggested methods for engaging adj
  • as
  • As a result of attending this session
  • As a result of engaging with the poster
  • As a result of this session
  • assessing
  • asynchronous courses 2) Enhance their understanding about best practices in assessment feedback in an online class environ
  • At the end of the session
  • At the end of this interactive presentation
  • At the end of this poster session
  • At the end of this session
  • attendees will be able to: *Understand how student work in capstone courses can be leveraged to address institutional assessment issues while providing students with a real-world experiential learning op
  • attendees will be able to: 1. Discuss how assessment can be used for more than demonstrating student achievement or satisfying accreditation requirements
  • attendees will be able to: 1. Explain the core concept of GEER and what it could become 2. Describe GEER's future value for the higher ed assessment community 3. Commit to participation in the project
  • attendees will be able to: 1. Identify how assessment can be used for more than demonstrating student achievement or satisfying accreditation requirements
  • Attendees will learn about successful outcome measurement standardization efforts in the public library field; understand how this model could be applied to academic settings; gain knowledge of what their peers are doing or could to do measure outcomes; a
  • Attendees will leave this session with an ability to identify the impediments that prohibit the growth of building a culture of assessment and evaluation on their campus. Participants will take the barriers pinpointed and further categorize them into the
  • audience members will be able to -Understand the importance of partnership between academic assessment and student activities/student affairs. -Create a co-curricular assessment plan which links activities to academic learning
  • based on the results from the instrument (3-5 areas for improvement). 4. Create actionable items f
  • By the end of the session
  • By the end of the workshop
  • By the end of this presentation
  • By the end of this session
  • civic attitudes
  • co-curricular and interprofessional education mapping as an assessment infrastructure for capturing student achievement of competencies leading toward practice and team readiness within the u
  • consider and decide on the application of the following content to their own practice: a. The nature and utility of logic modeling b. Criteria for psychometrically and/or conceptually sound assessment of
  • constructed response
  • Define course-embedded assessment Differentiate between course-embedded assessment and other methods of assessment Judge the effectiveness of course-embedded assessment in engaging faculty in learning assessment Evaluate institutional strategies and proce
  • depending on their situation. The learning outcomes are designed around solutions to these problems-- 1. How do I know if a survey item is any good? 2. What can item
  • descri
  • Describe best practices in co-curricular Assessment Identify the components of CAS Illustrate the usage of a matrix Identify co-curricular activity Assessment possibilities
  • Develop an understanding of the importance of assessing the assessment process and how this can be achieved. Learn how to efficiently use one assessment tool for multiple purposes. Discuss the assessment process and how to effectively make changes to impr
  • differences and the quality of improvements and strategies for improvement
  • Discuss faculty engagement strategies Give examples of ways to revive assessment practices Examine assessment tools created for systematic assessment
  • Discuss how the assessment role has changed in higher education over the past two decades Identify and prioritize skills and traits necessary for assessment professionals Reflect on personal strengths and weaknesses related to those traits Identify avenue
  • domain-specific
  • effective visualization of data (assessment results). LO 2. name the key elements in a one-page report of assessment results. LO 3. list at least two concrete strat
  • etc.)
  • Examine the relationship between learning outcomes and analytics at the institutional level Classify technology tools and their assessment uses Customize a planning process to institutional culture Develop criteria to evaluate technologies for specific us
  • executive education
  • Faculty
  • feminist pedagogy) to t
  • Following this session
  • gaps
  • Identify advantages and disadvantages of three distinct approaches to the assessment of critical thinking skills. Determine the approach to the assessment of critical thinking most appropriate for the resources and needs of the participant's institution.
  • Identify creative ways to communicate assessment results and improvement plans with stakeholders. Discuss benefits and drawbacks of a variety of communication methods. Evaluate the effectiveness of communication methods.
  • Identify goals for faculty development shared by assessment offices and centers for teaching and learning Discuss collaborative faculty development activities that promote shared goals Use backward design to develop workshop activities that promote effect
  • Identify solutions to snares and pitfalls of current assessment premises and practices Commit to sound methodology in assessment Take courageous steps to shift assessment from compliance to learning Reflect on solutions offered and outline steps for effec
  • implement basic data analyses
  • import data
  • in assessment of student learning outcomes. Upon completion
  • in the contexts of different institutions. 2. Participants will formulate general education assessment approaches with an eye towards promoting teaching a
  • in whole or
  • including adjunct faculty
  • including successes and challenges in creating a First-Year Experience. Participants will see how assessment data were used to shape that development. Participants will be able to discuss how a FYE
  • including the project's current status and challenges associated with data collection 2. A research-driv
  • instructing
  • Instructors will learn about how the course was flipped and how the instructors were about to troubleshoot and modify the course after it was redesigned. Specifically
  • Intended learning outcomes for the session are that participants will be able to: Appreciate contributions of adjunct faculty to assessment Identify barriers to assessment engagement experienced by adjunct faculty
  • interviews
  • Investigate programmatic assessment data for evidence of gaps in programming design Align program design and pragmatic outcomes to support student learning in multiple environments Discuss the challenges of creating and assessing learning outcomes in inte
  • Learners will observe a multifaceted approach to program evaluation that balances universal standards with individual distinctions.
  • Learning Objectives: In this sessions
  • Learning Outcomes Develop program outcome aligned with department mission. Describe the learning activities used to achieve program outcomes Identify assessments used to measure outcome Evaluate the measure and alignment of your outcome and activities Dev
  • Learning outcomes' is the main theme for my presentation and I anticipate the following learning outcomes for participants: * Participants will be more reflective on learning outcomes that must be measurable and can be assessed. * Participants will be abl
  • Learning Outcomes: At the conclusion of this session
  • N/A; poster presentation
  • o SECTION 1: Identify the importance of developing an assessment improvement plan. o SECTION 2: Discuss strategies for reviewing assessment results to determine focus of improvement plan. o SECTION 3: Begin to develop a draft improvement plan. o SECTION 4
  • observations
  • or multi-campus universities. implement strategies for addressing challenges associated with supporting learning outcomes assessment at
  • Participants completing this session will be able to: 1. Identify how organizational psychology can be used to promote effective assessment of learning 2. Recognize several different theories related to motivation and culture in the workplace 3. Start wor
  • Participants in the session will have an opportunity to complete the following learning outcomes: Describe a process for closing the loop in general education that can be adapted at your institution. Identify barriers to this process at your institution.
  • Participants in the session will: Be able to articulate the importance of campus wide intentional assessment for creating a culture of accountability. Be able to visualize how reporting processes and data availability can improve assessment at an institut
  • Participants in this session will be able to describe strategies for supporting learning outcomes assessment at large
  • Participants in this session will learn about: 1. A comprehensive framework for a next-generation civic competency and assessment that focuses on civic competency (knowledge and skills)
  • Participants in this session will learn about: 1. A longitudinal study for investigating generic
  • participants should be able t
  • Participants viewing this poster will explore ways to leverage Qualtrics for other uses beyond traditional surveys Participants viewing this poster will be able to develop an approach at their home institution to support faculty engagement in Assessment a
  • participants will . . . a. Be able to apply data visualization skills to basic graphs in excel b. Find and select appropriate color palettes for their institutional needs c. Select appropriate data for visualizations d. Have
  • participants will . . . a. Be able to explain the situations in which they should use SPSS to perform statistical analyses. b. Be able to navigate SPSS
  • participants will . . . a. distinguish between philosophical approaches to navigating the assessment terrain b. identify practical issues related to assessment methodology.
  • participants will . . . a. Identify effective components of an assessment process. b. Given a set of learning outcomes and a proposed assessment
  • participants will be able to (1) differentiate between proctored and non-proctored assessment
  • participants will be able to a. Describe a general
  • Participants will be able to create a plan for routinely collecting information important to the institution that is aligned with accreditation standards. Participants will be able to draft a sustainable implementation strategy for this process
  • participants will be able to describe methods to improve engagement of faculty
  • participants will be able to do the following: Distinguish among course
  • Participants will be able to explain the rationale and benefits for employing mindfulness/MBSR practices with their students in their classes. Participants will be able to successfully engage in experiencing brief mindfulness activities. Participants will
  • participants will be able to identify: (1) Benefits of utilizing Qualtrics (or other survey tools) to solicit feedback
  • participants will be able to list methods to implement consistent asse
  • Participants will be able to LO 1. apply at least three techniques to create a meaningful
  • Participants will be able to understand the workings
  • participants will be able to: -Describe the basic relationship of situated learning in experiential education -Develop and apply a rubric to measure the level of situated learning engagement for students in experiential
  • participants will be able to: 1. Demonstrate an approach to leverage a learning management system to scale assessment practice
  • Participants will be able to: 1. Describe the characteristics of a decentralized university or school that are relevant to the development of student learning assessment culture
  • participants will be able to: 1. Establish the purpose and potential agenda for three major topical interest groups 2. Articulate the value of continuing the engagement with others in the profession
  • participants will be able to: 1. Identify methods to improve student engagement in courses 2. Create means to engage student in authentic assessment activities based on locally-specific needs 3. Address some of the barriers that exist
  • participants will be able to: a. Discuss challenges in administering online surveys and their impact on response rates. b. Identify strategies useful in increasing online survey response rates. c. Articulate ways to implement t
  • participants will be able to: a. Discuss challenges in promoting faculty engagement in assessment. b. Identify strategies useful for continuing faculty development and increasing faculty ownership of the assessment process. c.
  • Participants will be able to: articulate the rationale for a focus on assignment design as an aspect of student learning outcomes assessment; identify features of successful practices for supporting faculty in their efforts to create effective assignments
  • Participants will be able to: Develop strategies and tools to assess policies and practices regarding assessment roles
  • participants will be able to: Draft objectives to intentionally shift the focus of assessment to improving curricula
  • Participants will create a mini-plan for skills integration and engagement for their own institutions by exploring: 1.Idea Generation a. Why and how skills integration drove our Core Curriculum Redesign b. Engaging stakeholders in the strategic process 2.
  • Participants will define academic quality. Participants will be able to recognize state level initiatives and opportunities that support the work of their institutions in promoting academic excellence. Participants will discuss how the knowledge gained fr
  • Participants will define six forms of course and program assessment: selected response
  • participants will have an opportunity to self-reflect on how to engage faculty at their institution. Important learning will include an understanding of the need consider emotional impact as well as time/benefit trade-offs when introduc
  • participants will have had the opportunity to review a model of unit assessment and evaluation
  • Participants will have the opportunity to discuss
  • Participants will Identify processes that can work to bring graduate faculty together to determine common learning categories across graduate programs Compare and contract processes for graduate program assessment among those in attendance and through exa
  • participants will leave knowing how to do the following: 1. Provide their respective audiences with elucidating explanations for difficult concepts
  • Participants will leave our session able to Articulate a broader conception of assessment and the assessment paradigm Critically consider the incorporation of one or more of the proposed perspectives (change
  • Participants will leave the session with a sample taxonomy and ideas on how to customize one for their own use based on their unique perspective and needs.
  • Participants will leave this interactive presentation with an improved understanding how peer review can be used to build a culture of shared ownership and responsibility for assessment while improving the overall quality of assessment work being done by
  • Participants will leave with an experience-backed framework for item development that they can implement based on their course objectives.
  • participants will likely value some more than others
  • Participants will make progress toward; a. Diagnosing the state of their current assessment plans and methods b. Developing a scaffold of assessment activities that gradually upgrades the assessment activities at their campus c. Exploring options for usin
  • participants will: - identify three challenges to assessing co-curricular programs; - describe one innovative method of analysis for assessing impact in co-curricular settings; - describe strategies for improving student parti
  • participants will: - Understand the diversity of assessment techniques used to evaluate internship experiences within a campus context. - Be familiar with the dilemmas that program administrators face when seeking to develop com
  • participants will: 1) have an approach that can be used to identify similarities
  • Participants will: 1. Learn of approaches to assessing student learning in arts-based disciplines; 2. Learn approaches to working with rubrics and panels to assess student work; 3. Experience actual assessment of student work in various arts disciplines (
  • Participants will: a. Examine common misconceptions about assessment in higher education. b. Identify key points that elicit a paradigm shift in approaching assessment. c. Compare the 'lessons learned' presented in the session to their own 'lessons learn
  • Participants will: Develop an understanding of methods for teaching archival primary source active learning sessions Critically analyze student metrics and attendance data from an existing program Develop a one-page visualization promotion document from a
  • Participants will: Understand the creation and use of zero-credit placeholder sessions for tracking student outcomes. Identify areas along the path to a graduate degree that can be effectively captured as data points. Understand the importance of data col
  • participators will be able to - Apply the best practice in improving assessment activities for their university assessment timeline. - Apply multiple models of peer review to improve the quality of the program learning out
  • particularly program managers and directors of learning and teaching will benefit most from this session. The focus will be on practice rather than theory. There will be a sharing of ideas. By the end of the session
  • pedagogy
  • performance
  • personal communication (journals
  • policies
  • portfolio and affective measures and determine how these forms ca
  • professional learning
  • program
  • provide deeper data analytics
  • quasi-scientific explanations for concepts that are hard t
  • reflection
  • responsibilities
  • Session participants will '· learn about the roles and perceptions of assessment practitioners as reflected in recent national surveys and '· examine their own roles and perceptions by contributing to the group discussion; '· learn about the professional
  • Session participants will: learn about existing professional development opportunities; reflect on their own training needs by contributing to the group discussion; learn about certification models used in comparable professions; and reflect on the ideal
  • Since there are a range of topics
  • six-step assessment model and the meta-assessment process b. Navigate the University's meta-assessment rubric c. Evaluate a real academic program assessment report
  • SSI
  • Symposium attendees will: --Increase their awareness and appreciation of the language they use within their professional roles; --Identify strategies for leveraging the connections between language and culture in support of learning outcomes assessment; -
  • the audience will be able to identify key characteristics of competency-based assessments
  • The audience will be introduced to assessment in competency-based education and exposed to considerations around choosing a scoring model. After the session
  • the audience will: 1. Identify diverse ways in which lifelong learning is assessed within health professions education. 2. Analyze how lifelong learning is defined within SLO's across one institution's health profe
  • The engaged participant will be encouraged to: Identify snares and pitfalls of current assessment premises and practices Consider matters of data quality when reporting findings Take courageous steps to shift assessment from compliance to learning Reflect
  • The engaged participant will: Reflect on their experiences preparing for accreditation site visits Compare and contrast experiences with accreditation processes Synthesize shared experiences into constructive feedback to regional accreditors
  • The intended learning outcome: to create conceptual understanding and diversity skills to create awareness in the process of assessment as it involves minority members. Assessment of the learning outcomes will be measured by the results of a closing activ
  • The learners will be able to: 1.Discuss the role of perception data in higher education for continuous improvement; 2.Describe a model for utilizing quantitative and qualitative perception data to initiate change; 3.Discuss successes and challenges of the
  • The learning outcomes for this presentation are that audience members will: 1) Learn about effective assessment practices in online
  • The participant will compare lecture based instruction versus engaged application of content instruction using Interactive Notebooks. The participant will analyze the potential impact for implementing Interactive Notebooks for their courses / programs. Th
  • The participants will identify key elements of evaluation systems monitoring student growth. The participants will collaborate to connect evaluation system options for their programs to build student growth based systems The participants will develop a pl
  • The participants will: *learn how a large college in a research university initiated direct assessments in each program area to assess diversity learning. *evaluate and enhance program-based diversity learning/cultural competence outcomes and measures. *a
  • The purpose of this session is to illustrate the process used to develop a rubric intended to measure pre-service teacher candidate competencies across 4 constructs associated across quality teaching: planning
  • This session will include a discussion on engagement of Gen Z students in an experiential learning context. An emphasis will be placed on introductory programs and how proper engagement of Gen Z students can counter the high attrition rates of students in
  • to adapt the proposed model for their own institution
  • To share what Botswana as a developing country is currently doing to revamp its assessment of learning practices. To highlight the level at which the University of Botswana is at in the implementation of outcome based assessment. To dialogue with faculty
  • To teach the educators how to best use the existing institutional data for assessment by employing SPSS software and some basic statistics techniques.
  • Upon completion
  • Upon completion of this program
  • Upon completion of this skill-building session
  • using course redesigns as a model 2. Discuss common assessment challenge
  • using course redesigns as a model 2. Discuss common assessment challenges
  • we will discuss how to adapt existing videos into a flipped classroom and explain the s
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