Assessment Leadership Institute
Student learning is a campus-wide responsibility, and assessment is a way of enacting that responsibility. The goal of this project is to cultivate a cadre of faculty in different programs to be willing, able, and ready to take a leading role in student learning assessment, including helping their faculty colleagues use assessment to improve teaching and learning. The project is deeply rooted in the principles of community of practice. In this project, faculty will be trained in assessment knowledge and skills and given opportunities to implement assessment activities with support, to mentor their colleagues, and to lead assessment communities on campus. The project proposes different options of nominal and monetary incentives with infrastructure support to catalyze the leadership-building process.
Assessment leadership-building serves our office's mission to improve student learning through academic program assessment. It serves the university's mission in helping faculty ensure a fertile, engaged, and ethical learning environment through learning assessment and improvement. This project will also help the university enhance the culture of evidence and meet WASC accreditation Criteria for Review that require that the institution's faculty take collective responsibility for establishing appropriate standards of performance and demonstrating through assessment the achievement of these standards.
Assessment Leadership-Building Model:
The learning outcomes for the Institute are:
- Identify applicable learning assessment principles and practices to enhance student learning.
- Develop learning assessment plans that they can implement in the coming academic semester to support classroom and program level assessment.
- Utilize learning assessment tools to implement assessment plans in their classes and for their programs in a manner that is meaningful and manageable.
- To identify venues and locate resources to develop scholarship in teaching and learning utilizing learning assessment.
- To utilize facilitation techniques to guide discussions and collaborative projects.
|The Assessment Leadership Institute features|
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Selected Institute Materials
- Student learning outcomes and curriculum map
- Collect Student Learning Evidence
- Direct vs indirect evidence of student learning
- Multiple-choice test development and analysis (Handout, Excel exercise file)
- Task/Performance-based instruments: Assignment Design and Scaffolding
- Capstone and Signature Assignment (with facilitation script)
- Portfolios (with facilitation techniques on dot voting and flipchart note-taking)
- Data Collection and Evaluation
- Data analysis and reporting
- Use of results
- Program level assessment project planning
- Engaging Faculty
- Scholarship in Learning Assessment
Institute Evaluation and Testimonies
To evaluate the effectiveness and impact of the Institute, we collected multiple measures of quantitative and qualitative data, including:
- Institute daily observation
- End-of-Institute Evaluation Survey
- End-of-Institute participant assessment plan presentation
- Follow-up Support Group observations and meeting notes
- Poster exhibit presentations
- Annual Program Assessment Reports
- Follow-up interviews and surveys
The preliminary evaluation results showed that the Institute is highly successful in achieving the Institute learning outcomes and making an impact on program assessment on campus. See the following reports and presentations. For more details, contact Yao Hill at email@example.com.
List of Publications
- Hill, Y. Z. (2014, April). Building and sustaining assessment leaders: A successful model at UHM. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at University of Hawaii at Manoa, Honolulu, HI.
- Hill, Y. Z. (2014, February). Building leaders in learning assessment: An effective model for higher education. Paper presented at the Hawaii Educational Research Association Annual Conference, Honolulu, HI.
- 2013 Institute Evaluate Report
2014 Institute Cohort
List of Participants:
|Pia C. Arboleda||Indo-Pacific Languages and Literature||LLL|
|John M. Branner||Theatre and Dance||Arts & Sciences|
|Stuart P. Donachie||Microbiology||Natural Sciences|
|Morgen S. Johansen||Public Administration||Social Sciences|
|Hannah-Hanh Nguyen||Management||Shidler College of Business|
|Adam Q. Pang||Learning Assistance Center||Undergraduate Education|
|Thomas A. Ranker||Botany||Natural Sciences|
|Scott Robinson||Institute for Teacher Education||College of Education|
|Helen Spafford||Plant and Environment Protection Sciences||CTAHR|
|Sarah Jane Twomey||Curriculum Studies||College of Education|
|Haidan Wang||East Asian Languages and Literatures||LLL|
|Kathryn K. Yamamoto||KRS/Rehabilitation Counseling||College of Education|
2013 Institute Cohort
List of Participants and Participant Posters:
|Roger W. Babcock||Civil Engineering||Engineering||MS/PhD outcome assessment program development|
|Makena K. L. Coffman||Urban and Regional Planning||Social Sciences|
|Graham V. Crookes||SLS||LLL||Classroom assessment -- Implications for program assessment|
|J. Noelani Goodyear-Kaopu||Political Science||Social Sciences||Learning outcome driven curricular improvement -- An example from Political Science|
|Song Jiang||EALL||LLL||Improving oral proficiency in Chinese using simulated OPI Assessment|
|DongKwan Kong||EALL||LLL||Flagship rubric for oral performance|
|David T. Ma||Civil & Environmental||Engineering||Assessing math, science & engineering skills in Civil Engineering|
|Lorey K. Takahashi||Psychology||Social Sciences||Department of psychology undergraduate assesssment plan|
|Jenifer S Winter||School of Communications||Social Sciences|
|Halina M. Zaleski||HNFAS (Animal Sciences)||CTAHR||Integrating teaching and extension: Swine production|