Monday, April 1, 2013
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12:00PM - 12:55PM EDT
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“Basics of Assessment”
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Julia Williams
Rose-Hulman Institute of Technoogy
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(This session is offered more than once.)
Educators across the country are facing a significant challenge: to develop effective, efficient assessment processes that demonstrate achievement of educational outcomes. For many, however, assessment represents a new field with unfamiliar terminology and practices. In the Basics of Assessment Workshop, you will receive an introduction to assessment for the purpose of assessing outcomes in a continuous improvement model. Topics covered will include: understanding assessment terminology; defining measurable outcomes; choosing assessment tools; developing efficient processes and timelines; and reporting results. The workshop will also be an opportunity to plan out which sessions during the RosEvaluation Conference will allow you to build on the basics to further your education in the field of assessment.
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1:00PM - 1:55PM EDT
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KEYNOTE PRESENTATION “Assessing Project-Based Learning: Providing Evidence for Continuous Improvement”
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Rebecca Bates
Minnesota State University, Mankato
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Ron Ulseth
Itasca Community College and Minnesota State University, Mankato
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(This session is offered more than once.)
Iron Range Engineering is an upper-division engineering program that uses a 100% project-based pedagogy. The learning model integrates technical, professional and engineering design content in a series of four semester-long projects. As part of our application for ABET accreditation, we have developed approaches and tools for assessment and continuous improvement. This talk will present a description of our educational model, including examples of courses and projects that have been used in our program. Program-level tools include student outcome portfolios, stakeholders input sessions and 4 faculty summits a year. Course- and project-level tools include a broad range of activities including oral exams, reflection memos, deep learning activity reports, scoping documents, final design reviews and client reviews of work and presentations. Participants should gain knowledge about potential tools or combination of tools to use for assessing project-based work at the course or program level.
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3:00PM - 3:55PM EDT
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“Sustainable Assessment from the Course through the Program Level”
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Denise Martinez
Tarleton State University
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A sustainable and effective assessment and evaluation framework extending from the course level through the program level will be shared. The process incorporates the alignment of ABET program review requirements with those of the regional accreditor (SACS), allowing it to efficiently meet both requirements. In order to accomplish this, a systematic closed-loop evaluation process and associated tools had to be developed. The framework includes a structured approach to advising documentation, a methodical approach to course mapping, a course-level A-K and program criteria assessment tool, an end-of-course tool which enables data-based request for facilities and equipment, and a process for analyzing the data and developing program action plans. Furthermore, ensuring the faculty have ownership of the process is key to the success of this system. This session will cover the faculty engagement methods, framework developed, tools used, and the integration of the ABET process into the institutional assessment tracking tool.
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5:00PM - 5:55PM EDT
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“Rubrics: Helping You & Your Students Perform Better”
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Sriram Mohan
Rose-Hulman Institute of Technology
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A rubric is a tool for assessing performance on a task. If desired, the rubric can be developed to provide quantitative assessment. It lists the criteria important for evaluation, and it distinguishes between levels of performance in each criterion. Rubrics can be a tremendous asset to the instructor and students. During this session, the presenters will relate their personal experience in creating, developing, and using rubrics to explain how these tools can help the instructor, how these tools can help the students, and how to develop rubrics. As a result of this section, participants will be able to list and identify two types of rubrics, identify different uses of rubrics, create a rubric for the assessment of student learning, use a rubric to assess student learning and provide feedback, and list resources available for developing rubrics.
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6:00PM - 6:55PM EDT
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“Using IDEALS to Demonstrate a Program’s Development of Professional Skills”
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Patsy Brackin
Rose-Hulman Institute of Technology
Denny Davis
Washington State University
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Professional skills are vital to preparing engineers for their careers. Many of these skills are assumed to be developed by students during their capstone design experience. However, many capstone design faculty feel unclear about the required skills, how to develop them, and how to assess them. In response to this need, the IDEALS team has worked to define relevant professional skills as learning outcomes, prepare learning materials for these topics, and create assessments for measuring and enhancing achievement of professional skills. This workshop defines the learning outcomes, demonstrates the modules for instruction along with the assessment instruments, and presents results obtained from using the web-based system. Participants will review the modules, evaluate sample student work, and discuss program results from a case study. Preliminary data shows that the modules improve student learning and instructor satisfaction. The session will alternate between short presentations and participants working on assignments.
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7:00PM - 7:55PM EDT
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KEYNOTE PRESENTATION “Assessing Project-Based Learning: Providing Evidence for Continuous Improvement”
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Rebecca Bates
Minnesota State University, Mankato
and
Ron Ulseth
Itasca Community College and Minnesota State University, Mankato
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(This session is offered more than once.)
Iron Range Engineering is an upper-division engineering program that uses a 100% project-based pedagogy. The learning model integrates technical, professional and engineering design content in a series of four semester-long projects. As part of our application for ABET accreditation, we have developed approaches and tools for assessment and continuous improvement. This talk will present a description of our educational model, including examples of courses and projects that have been used in our program. Program-level tools include student outcome portfolios, stakeholders input sessions and 4 faculty summits a year. Course- and project-level tools include a broad range of activities including oral exams, reflection memos, deep learning activity reports, scoping documents, final design reviews and client reviews of work and presentations. Participants should gain knowledge about potential tools or combination of tools to use for assessing project-based work at the course or program level.
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8:00PM - 8:55PM EDT
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“Basics of Assessment”
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Julia Williams
Rose-Hulman Institute of Technology
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(This session is offered more than once.)
Educators across the country are facing a significant challenge: to develop effective, efficient assessment processes that demonstrate achievement of educational outcomes. For many, however, assessment represents a new field with unfamiliar terminology and practices. In the Basics of Assessment Workshop, you will receive an introduction to assessment for the purpose of assessing outcomes in a continuous improvement model. Topics covered will include: understanding assessment terminology; defining measurable outcomes; choosing assessment tools; developing efficient processes and timelines; and reporting results. The workshop will also be an opportunity to plan out which sessions during the RosEvaluation Conference will allow you to build on the basics to further your education in the field of assessment.
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Tuesday, April 2, 2013
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12:00PM - 12:55PM EDT
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“Solving Your Data Dilemma: Assessment Beyond the Survey”
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Sarah Forbes and
Shannon Sipes
both of Rose-Hulman Institute of Technology
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There's more than one way to "skin a cat," so the saying goes. This is also true when it comes to assessment. This interactive session will introduce participants to a wide variety of assessment methods, with a focus on alternatives to surveys. Participants will learn about qualitative assessment methods (e.g., focus groups, interviews, and journals), quantitative assessment methods (e.g., tests, inventories, rubrics, and archival data), the importance of a valid assessment, and how to identify existing data resources on campus. We will also discuss what method is appropriate, given a variety of scenarios, as well as advantages and disadvantages to each method.
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1:00PM - 1:55PM EDT
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“PDF-based Rubrics to Align Scoring and Grading of Student Lab Activities and Reports with ABET Programmatic Assessment”
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Tony Overfelt
Auburn University
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Assessments of individual student performance on specific assignments (e.g., scoring and grading of papers) are often decoupled from higher-level programmatic assessment. Program level assessment is typically viewed by faculty as an external mandate that demands extra work and does little to help teachers improve individual student performance in the classroom or laboratory. This presentation will describe a pilot initiative in Auburn University's Materials Engineering Program to align and integrate scoring and grading of student laboratory activities and reports with the aggregation of the data into a format that enables use for higher-level programmatic assessment. Underpinning this effort is the development of rubrics using the PDF forms technology of Adobe Acrobat X Pro which facilitates scoring and grading (with multiple benefits to the instructor!) while also enabling data collection and reporting in Excel spreadsheets directly useful for ABET program assessment.
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2:00PM - 2:55PM EDT
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“Assessment as an Element of Design”
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Donald McEachron
Drexel University
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Assessment and evaluation procedures bear a similar relationship to curriculum development as statistical analysis does to experimental design. Both are usually applied late in the process when both should be used to guide the design. And as complex statistical procedures cannot always compensate for poor experimental design, superior assessment processes will not compensate for flaws in the design of a curriculum. In this presentation, we will demonstrate how the School of Biomedical Engineering, Science and Health Systems at Drexel University is using assessment to drive curriculum design. In addition, we will describe a knowledge management system under development to collect data on student and instructor characteristics and relate the data to student performance at a curricular level. Finally, we will describe how we intend to use this data to support new and innovative instructional approaches.
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3:00PM - 3:55PM EDT
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“Developing a Large-scale Writing Assignment for a Local Context”
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Joanne Lax
Purdue University
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Current theories of writing assessment call for measures that are developed and rated locally for use in a specific context. Now in its fourteenth year, Purdue University's School of Electrical and Computer Engineering undergraduate writing sample serves as an alternative to mass-produced standardized tests. In this interactive session, participants will experience the steps necessary to develop, administer, and use the results of their own large-scale writing assessment.
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4:00PM - 4:55PM EDT
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“Peer Assessment of Team Projects”
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Ed Gehringer
North Carolina State University
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Learning is enhanced when students work on team projects in their coursework. But evaluation is a challenge, because one project is not directly comparable to another, and team members contribute in varying degrees to their team's project. Expertiza is a Web-based system that provides a technological approach to evaluating teamwork. Each student is assigned to provide formative feedback to a few other project teams; team members can evaluate this feedback, and authors and reviewers can continue to communicate in asynchronous fashion. Team members are asked to provide feedback on the contributions of their teammates. After the final due date, students or staff can evaluate the reviewing of other students. All feedback in Expertiza is rubric based. Any of this evaluatory information may be factored into a student’s grade. The instructor may accept the calculated grade, or override it. This session illustrates the capabilities of the system, and demonstrates its use.
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5:00PM - 5:55PM EDT
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“Basics of Assessment”
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Julia Williams
Rose-Hulman Institute of Technology
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(This session is offered more than once.)
Educators across the country are facing a significant challenge: to develop effective, efficient assessment processes that demonstrate achievement of educational outcomes. For many, however, assessment represents a new field with unfamiliar terminology and practices. In the Basics of Assessment Workshop, you will receive an introduction to assessment for the purpose of assessing outcomes in a continuous improvement model. Topics covered will include: understanding assessment terminology; defining measurable outcomes; choosing assessment tools; developing efficient processes and timelines; and reporting results. The workshop will also be an opportunity to plan out which sessions during the RosEvaluation Conference will allow you to build on the basics to further your education in the field of assessment.
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