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Civic-Minded Graduate: A North Star (Assessment Tools) Civic-Minded Graduate: A North Star (Assessment Tools) IUPUIIndiana University-Purdue University Indianapolis About | Contact Us | Send Feedback University Library Civic-Minded Graduate: A North Star (Assessment Tools) Show full item record Please use this identifier to Cite or link to this itemhttp://hdl.handle.net/1805/2667
CAS As CAS celebrates its 35th anniversary, we look back in recognition of how far we have come and forward in anticipation of all that is ahead. In 1979, CAS was founded as a consortium of 11 professional associations, representing traditional student affairs areas. The philosophy of self-assessment was created as an alternative to traditional accreditation, and it has withstood the test of time, even as assessment has grown from an afterthought to a primary tenet in how we approach our work. Today, CAS still operates as a consortium of associations, and the 39 member organizations reflect a wide range of student-oriented functions across institutions. CAS
CAS has developed 43 sets of functional area standards for higher education programs and services. Purchase the CAS Professional Standards for Higher Education book (2012, 8th edition), which includes general standards for practice and functional area standards, from the Online Store. CAS updated all functional area standards and accompanying self-assessment guides (SAGs); in addition, several new standards have been created and other have been significantly revised. CAS » Standards CAS » Standards
CAS » CAS General Standards
The Evaluation Toolkit is designed for professionals who work with college outreach programs that are interested in conducting small scale, high quality evaluations of their programs. Program evaluation should help determine the effectiveness of program practices and generate recommendations for program improvement, refinement, and success. This is particularly important in the era of accountability where funding is often tied to results. According to President Obama, “The Secretary of Education will use only one test when deciding what [education] ideas to support…It’s not whether an idea is liberal or conservative, but whether it works.” Pell Institute Pell Institute
The Sakai Foundation announced the winners of 5th annual Teaching with Sakai Innovation Award (TWSIA) competition. The following were named as winners of the 2012 TWSIA competition: Face-to-Face: Jaclyn Schildkraut , Criminal Theory and Victimization , Texas State Fully Online/Hybrid: Javier Sempere , ICT in Education , Valencian Internacional Fully Online/Hybrid: Daryl O'Hare , English Composition I , Chadron State Portfolio: Teggin Summers , First Year Experience: Pathways to Success , Virginia Tech Welcome | Opened Practices Welcome | Opened Practices
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Instructional Design Knowledge Base Permission from author required to link to the IDKB. If citing this work in a publication or scholarly work, it should be referenced as: Dabbagh, N. (date retrieved). The Instructional Design Knowledge Base. Instructional Design Knowledge Base
Techniques & Methods for Writing Objectives & Performance Outcomes Gagne/ Briggs format | ABCD (IDI) format | Table of formats The purpose of instructional objectives and performance outcomes is to define the type of learning that will occur at the conclusion of instruction and how learning will be assessed. Both objectives and performance outcomes should be written as precisely as possible in order to best determine whether they have been achieved. In order to write accurate instructional objectives, a designer should be cognizant of the different learning domains as well as different formats for writing them. Techniques and Methods of Performance Objectives Techniques and Methods of Performance Objectives
Copy / Paste by Peter Pappas » Dedicated to relinquishing responsibility for learning to the students A Satiric Lesson in Media Literacy First the backstory. Start with a clever essay satirizing the clichéd corporate message ad - This is a Generic Brand Video by Kendra Eash published in McSweeneys. Copy / Paste by Peter Pappas » Dedicated to relinquishing responsibility for learning to the students
ABOUT THIS SITE The purpose of this site is to provide guidance to educators on using structured reflection to enhance the learning from service experiences. The site is organized into the following main sections: FAQSThis section introduces the idea of structured reflection. The importance of structured reflection to experience-based pedagogies including service-learning is discussed in this section. Reflection Reflection
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IAR: Assess students > Portfolio IAR: Assess students > Portfolio Overview A portfolio is a collection of student work created for the purpose of demonstrating their learning or showcasing their best work. While portfolios are often associated with the visual arts, they are useful in any subject area. Portfolios may take a variety of formats including paper, hybrid, or electronic.
Outcomes Assessment - The University of Iowa The Iowa Outcomes Assessment web site is designed to help faculty and departments demonstrate what students are learning in their programs, both to help maintain program excellence and to prioritize areas for program development. Resources on this this web site address: Student Experience in the Research University (SERU) We asked UI undergraduates to tell us what they think, and 30% responded to our initial administration of the SERU Survey during Spring 2013. See some preliminary reports of what we're starting to learn from their responses.
What is Portfolios for Student Growth?Portfolios for Student Growth (PSG) is a holistic, student-centered, process-led approach to portfolio development. PSG offers educators a way to guide students to explicitly link academic learning with future planning and goal setting. Portfolios for Student Growth
Outcomes Assessment > manual1 Contents on This Page I. Introduction
Managing a Program of Outcomes Assessment
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