Consulting Services: Assessment Topics:

Examples of Assessment Processes

Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality, systematically gathering, analyzing and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance. Assessment helps us create a shared academic culture dedicated to assuring and improving the quality of higher education. (AAHE Bulletin, November 1995)

Classifications and sections of links listed below:

Booklet Cover

Assessment: An Institution-Wide Process to Improve and Support Student Learning  is a 24 page color booklet written by Peter Klassen and produced for College of DuPage's Student Outcomes Assessment Committee. (Requires a pdf reader)

The booklet was distributed to all faculty as a basis for sharing common definitions and ideas about institutional, discipline, program, and classroom assessment. It also was a symbolic endorsement of the important the institution was placing on assessment and faculty involvement.

Classroom and discipline resources for use:
Assessment: An Institution-Wide Process to Improve and Support Student Learning  is a booklet produced for College of DuPage's Student Outcomes Assessment Committee, in contains information on institutional, discipline, and classroom assessments. (Requires a pdf reader)

Assessing Student Development of a Sociological Imagination- Outcomes Assessment from the Sociology faculty at College of DuPage

Success Attribution: an activity to clarify expectations and mutual responsibilities for student learning and success.

A Quick Class-session Learning Assessment Form (PDF -- requires Acrobat Reader Plug In)

A Quick Classroom "How's the course doing" Assessment Form: Mid-course confirmation / correction feedback
(PDF -- requires Acrobat Reader Plug In)

Designing assessment to make effective use of standardized tests
Assessing General Education Using a Standardized Test: Challenges and Successful Solutions.  A reprint of an articles from Assessment Update, November-December 2000, Vol. 12, Number 6. Jan A. Geesaman, Peter T. Klassen, Russell J. Watson.

Successful Testing Summary is a comparison of specific implementation responses for standardized testing process at College of DuPage and the challenges frequently found at other institutions trying to use standardized testing.

Getting Real: Implementing General Education Assessment that Works.  A reprint of an article from Academic Exchange, Spring 2001 discussing College of DuPage's successful implementation of a standardized testing approach to assessing general education skills.  It discusses sampling, motivation, and using feedback as keys to successful institutional level outcomes assessment.  Peter T. Klassen and Russell J. Watson.
Articulating student learning outcomes and assessment tools
bullet Considering Course and Faculty Interaction with Student Competencies in General Education Skills Across the Curriculum: An Asynchronous Workbook is a summary of the findings from a web-based survey with links to part of the report.  The survey was used prior to implementation of CAAP testing as a way to link general education goals with faculty goals and pedagogical activity. 

bullet Summary of questions used in asynchronous workbook

bullet Table of contents of the asynchronous workbook

bullet Articulation of General Education statement, to assessment measurements

Examples of research reports and public summaires from general education testing using standardized testing.

bulletA summary of the General Education Skills Development distributed to the college.

bulletGeneral Education Skills Development: An Analysis of Students' General Education Skills Development at College of DuPage Utilizing Three Years of CAAP Testing - 1999,2001.   The research report of a three year project to analyze general education skill development using reference norms, value added, and skills development models of analysis.  Peter T. Klassen, Primary researcher and author.  This full report is available in pdf and MSWord formats.  Use the link to the right if you need a pdf plug in.

Standardized tests for assessment
bullet The Collegiate Assessment of Academic Proficiency (CAAP) from ACT is a postsecondary assessment program designed to help institutions measure the academic achievement levels of their students in selected core academic skills. bulletCollege BASE from the Assessment Resource Center, University of Missouri-Columbia is a criterion-referenced academic achievement examination, evaluates knowledge and skills in English, mathematics, science, and social studies, usually after a student completes a college-level core curriculum. bullet The Academic Profile from ETS measures college-level reading, critical thinking, writing, and mathematics in the context of material from the humanities, social sciences, and natural sciences.
bullet Major Field Tests are end-of-major examinations in 14 disciplines to be used by undergraduate institutions for outcomes assessment. Scores, sub-scores, and assessment indicators are provided to each department administering the tests. The tests are based on the GRE Subject Tests and are jointly sponsored by ETS and the GRE Board.
Example of a general Education assessment using a rubric

An assessment rubric designed by faculty at College of DuPage for evaluation of general education skills. It is used with a reader response exercise in which opposing points of view on an open-ended questions are evaluated.

bullet An assessment using reader response and rubric.

  1. Communication of Ideas
  2. Information Literacy Skills
  3. Synthesis / Critical Thinking Skills
  4. Ways Of Thinking/Knowing
    1. Quantitative, Empirical Thought
    2. Rationality Based On Authority, Reasoning, Or Consequences
    3. Intuitive/Reflective Thought
    4. Multiple, mixed or no clear ways of thinking in use
Presentations and Handouts
Quantifying the Assessment Enigma: Analysis & Synthesis Skills in General Education
Oakton Community College Assessment Fair, 3 March 2004
Handouts

bulletA summary of the General Education Skills Development distributed to the college.

bulletArticulation of General Education statement, to assessment measurements

bullet Successful Standardized Testing Summary is a comparison of specific implementation responses for standardized testing process at College of DuPage and the challenges frequently found at other institutions trying to use standardized testing.

bulletExample of general education assessment using a rubric

Links to helpful sites from others:
bullet Classroom Assessment Techniques A listing of classroom assessment techniques from The National Teaching & Learning Forum.
bullet "Internet Resources for Higher Education Outcomes Assessment" an extensive list of many colleges and university assessment sites from North Carolina State University
bullet "Nine Principles of Good Practice for Assessing Student Learning" from AAHE, Alexander W. Astin, et.al

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