Results of assessments of student learning in general education
(Institutions will be provided the option of using national normed tests and/or participation in an MDHE administered project involving samples of student work evaluated by a statewide committee of faculty). Data generated should serve dual purposes of accountability, i.e., demonstration of learning gains, and improvement, i.e., use by faculty to make changes in curriculum content and delivery.
Methodology
1) Performance Indicators survey
Numerator: Number of completers who scored above the 50th percentile and 80th percentile on a “nationally recognized test of general education where nationally normed percentiles are available”.
Denominator: Total number of completers who took a “nationally recognized test of general education where nationally normed percentiles are available”.
Disaggregation: Institutional sector, award level, test name (currently not collected)
2) Assessment study / project
Details remain to be determined.
Definitions
Nationally normed general education test: examples?
Award Levels (EMSAS)
Institutional Sector
Sources:
MDHE Performance Indicators Survey, Assessment study / project
Limitations and Issues:
The Performance Indicators survey does not currently collect information detailing the specific assessment instrument(s) employed by each public institution.
Less than one-year certificates are currently not included in the Performance Indicators survey.
Data is reported for completers who may have taken the assessment at any time during their academic career.
Given the wide variations among the institutions, this indicator requires further study before actually collecting the data. It will require significant work to collect the data, understand the differences among the general education assessment tests, and figure out how best to report and give meaning to the results across institutions. Since different institutions will be using different instruments, will we know what we are measuring? When will students be given the general education assessment? Beginning of junior year? A lot of students are not finished with general education curriculum at this time.
Currently, it has been suggested that we report the number of completers that score above the 50th percentile and 80th percentile. But if we are going to report these types of numbers, shouldn’t we also control for entering ability? An additional issue that plagues these types of assessments is how we can make them “high stakes” assessments in the students’ eyes?” In regards to the “project” yet to be identified, will it be campus defined or DHE defined? [University of Missouri]
Given the wide variations among the institutions, this indicator requires further study before actually collecting the data. In addition, these data are not easy to collect especially when you have several major field assessments occurring on the same campus and you have to contact each department to find out whether they administer such a test, how it is scored, whether there are national norms, and so forth. Finally, in most departments, this is not a high-stakes test for the student. How can we make it a high-stakes test so it reflects true ability or skills? [University of Missouri]
Would we be only considering undergraduate students? Will professional licensing exams, for example, Optometry, Law, etc., be included? [University of Missouri]
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