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Embedded Assessment Conference Review
Course Embedded Assessment
occurs when an assignment or testing situation is used for the purpose of
assessment.
Steps in the process.
1. Specify intended outcomes.
a. Everyone in a particular group has
to agree on an outcome and how to evaluate it.
i. The same measurement activity
needs to occur at multiple times and courses.
ii. For example, communication of
major topics should be assessed early and late in the student’s
academic experience.
b. Outcomes must be worded so that they
are understandable to beyond the discipline (avoid jargon).
2. Identify Related Course
a. Where will measurement occur?
i. Pick courses where you have the
best access to students.
ii. Do not measure in every course in
your major, pick well.
iii. Do not measure every outcome in
every assignment.
iv. Identify when assessment should
occur in courses. It may be required at the early, intermediate,
and/or late stages of the course depending on the information
required.
3. Select Measures and Techniques.
a. Again, everyone in a group must
agree on the measure and technique
b. It is better to have Multiple
Measures for 1 goal.
c. Multiple measures should be weighted
a priori.
1. Direct Measures that closely match
a goal and are outcome oriented have more value to assessment
2. Indirect Measures are still
valuable, but should be appropriately weighted
3. Multiple measurement can occur:
| (a) across time of
student academic experience |
| (b) across faculty
evaluating the same tool |
| (c) across student
performance on same tool |
| (d) using different
tools to measure same goal |
4. Specify Assessment Criteria
a. Identify the level at which you
expect students to perform generally.
i. Either a percent of students
perform at a given level or
ii. Measure performance level of
students
5. Evaluate student performance on
exams and embedded measures.
a. With courses using multiple
sections, you can use the same question(s) in exams or assignments
across multiple sections.
b. When using assignments (i.e.,
essays, research papers, art and/or music projects), RUBRICS are
necessary
6. Collate the data and evaluate
it. What did you learn?
a. Feedback loop is critical.
1. Record Course or Departmental
actions taken as a result of Assessment Activities.
2. Record FIDC or Curriculum requests
and/or changes that resulted from Assessment Activities.
These are notes from an Assessment
Workshop at Illinois State University given by Larry Kelley (January,
2003).
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