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“Assessment as Scholarship and Learning” Institutional Effectiveness and Assessment (09/03) SACS Accreditation Standards Section III. Institutional Mission, Governance and Effectiveness 16. The institution• identifies expected outcomes for its educational programs and its administrative and educational support services• assesses whether it achieves these outcomes, and• provides evidence of improvement based on analysis of those results” “Assessment as Scholarship and Learning” Institutional Effectiveness and …

“Assessment as Scholarship and Learning” 10 Good Practices in developing program goals : ¾ Have open discussions with department faculty on one of the following topics : • Describe the ideal student in your program at various phases throughout your program. Ask: – What does this student know? – What can this student do? – What does this student care about? – List and briefly describe the program experiences that contribute most to the development of the ideal student • List the achievements you implicitly expect of graduates • Describe your alumni in terms of such achievements as career accomplishments, lifestyles, citizenship activities, etc. ¾ Collect and review instructional materials . Try sorting materials by the type of learning each one is designed to promote: recognition/recall, comprehension, application, higher order thinking skills, affective learning, skilled performance, etc. • Syllabi and course outlines • Course assignments and tests • Textbooks (esp. the tables of content and summaries) ¾ Collect and review documents that describe your department and its programs • Brochure and catalogues descriptions • Accreditation reports • Curriculum committee reports ¾ Review and react to goals and outcomes from another unit that is similar but external . Try grouping the statements into broad categories of student outcomes (e.g., knowledge, attitudes, behavior) ¾ Use the 25 percent problem to refine or reduce a set of program goals . Imagine that you want to reduce program or course material by 25 percent. What goals would you keep and which would you discard. ¾ Use a Delphi technique . Choose an impartial facilitator to mediate a panel discussion about possible program goals. In brainstorming session, ask each panel member to build a list of criteria that she/he thinks is important for program goals. For each criterion, have each member anonymously rank it as: 1-very important; 2-somewhat important; or 3-not important. Place the criteria in rank order and show the anonymous results to the panel. Discuss possible reasons for items with high standard deviations. ¾ Use a theoretical frame of reference as a guide . It is helpful to refer to some frame of reference that clarifies the various types of learning outcomes. This might provide greater assurance that important goals are not overlooked and provide a guide for stating and organizing the goals. • Taxonomy of Educational Goals …

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