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以下评估资源和工具按主题分类.
- Developing Student Learning Outcomes
- Measuring Student Learning
- Improving through Assessment
- Reporting Assessment at CSUDH
- Other Resources
- Getting Help
Developing Student Learning Outcomes
Student Learning Outcomes (SLOs), describe what students should know, be able to do, 和/或价值在一个特定的教育经历(课程)结束时, program, etc.). slo通常关注学习的三个维度:
- Knowledge: fundamental cognitive content, core concepts or questions, basic principles of inquiry, a broad history, and/or varied disciplinary techniques.
- Skills: capacity for applying basic knowledge, analyzing and synthesizing information, assessing the value of information, communicating effectively, and collaborating.
- Attitudes & values: 情感状态，个人/职业/社会价值和道德原则.
Characteristics of great Program SLOs
- 与适当的机构学习成果和课程特定的学习成果相一致
- Specific, clear, and concise
- Demonstrable and measurable
- Discrete (i.e. no “double-barrel” verb statements)
- Realistic and manageable
- Use active verbs [PDF]康奈尔大学教学与评估中心
Additional SLO Resources
- 你可以在整个网站中找到项目学习成果的例子 University Catalog.
- WASC项目学习成果评估标准 [PDF]
Measuring Student Learning
Direct assessment methods:
| Indirect assessment methods:
|
Embedded assessment methods:
| “Add-on” or external assessment methods:
|
正规澳门平台十大赌博衡量学生学习成果的其他支持信息
- How to Develop and Use Rubrics [MS PowerPoint]
- 学位资格档案分配库
- 评估顶点经验使用的WASC标准 [PDF]
- 评估组合使用的WASC准则 [PDF]
Improving through Assessment
以下是评估结果导致的一些常见变化类型和示例(改编自Allen 2011年和CSU Fullerton评估和教育有效性):
| Types of Change | Examples |
|---|---|
| Curriculum | Change prerequisites or GE requirements; Add required courses; Replace existing courses with new ones; Change course sequence; Add internships, 实验室和其他动手学习的机会 |
| Faculty Support | Provide targeted professional development opportunities; Add specialized support to faculty (Library, Academic Technology, etc.); Increase support to promote discussion and community |
| Pedagogy | Change course assignments; Add more active-learning components to course design; Change textbooks; Increase opportunities for formative feedback and peer-assisted learning |
| Student Support | Increase tutors; Add more online resources; Improve advising to make sure students take the right courses; Provide resources to encourage community building among students and between students and faculty |
| Resources | Change the course management system structure; Improve or expand lab spaces; Provide resources to support student independent research |
| Assessment Plan | Refine SLO statements; Change methods and/or measures; Change where (e.g. courses) the data are collected; Collect additional data; Improve data reporting and dissemination mechanisms |
Additional Assessment Resource
国家学习成果评估研究所(NILOA)下的出版物部分 Reports and Occasional Papers offers additional assessment resources.
Reporting Assessment at CSUDH
学生学习成果评估报告每年通过在线评估系统提交, Campus Labs Planning, using your CSUDH single-sign on credentials. 如果您需要访问校园实验室，请联系评估主任. 校园实验室系主任/协调员用户指南可以在登录平台后立即在公告部分找到.
Campus Labs login is available at: http://csudh.campuslabs.com/planning/
Additional Resources
- Student Learning Outcomes at CSUDH [MS PowerPoint]
- CSUDH WSCUC Accreditation
Other Resources
高影响实践评估的建议顺序
1. Establish Learning Outcomes
- 学习成果是你期望学生获得的知识、技能或价值观
- 您可以使用现有课程级别的学习成果, your program’s learning outcomes, 或者针对你的HIP写下新的学习成果
2. Choose Assessment Measures
- 选择直接或间接的措施“嵌入式”评估作为评估和分级工作的双重职责可能是最有效的
3. Data Collection
- If possible, 从比较或控制球场或部分(可能是同一球场的不同部分)收集基线数据
- 收集有关学生背景的信息.g.从HIP课程中收集数据并进行分析
4. Two Models for Framing
- The Assessment I-E-O model (Astin)
- I =输入(例如，学生先前的理解水平)
- E = environment (i.e., your HIP intervention)
- O =输出(例如，学习成果的实现)
- 主要的问题是:在学生的背景下，HIP干预是否促进了学习成果的实现?
PAR代表预测分析报告
了解你的学生在学术周期中的位置.g.，了解年级水平、修完的单元数、修完的主要课程)
收集正规澳门平台十大赌博成功的“预测因素”的信息，包括学习者的特征(如.g., GPA), learner behaviors (e.g.(出勤)、教师行为、HIP干预等
- 主要问题是:HIP干预如何促进学生在学术周期中的进步, given the various predictors?
5. 秋季向项目负责人提交结果数据
- 项目评估报告每年秋季提交给学校.
- 这将有助于您的程序负责人访问您的数据和您的结论.
- 将您的HIP学习成果与项目学习成果联系起来