Civic-Minded Graduate: A North Star (Assessment Tools) CAS. CAS » Standards. 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. The 2012 SAGs, which included a new rating scale, provide individuals and institutions with means for assessing program and service effectiveness based on the standards.
A complete list of the CAS standards is below: * New or revised since 2009 edition, included in 2012 publication ** New or revised since 2012 edition (available for purchase separately in the online store) CAS » CAS General Standards. Pell Institute. Opened Practices. Perform a Task Analysis. 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. Retrieved month, day, year from Nada Dabbagh's Homepage, George Mason University, Instructional Technology Program. Dr. Techniques and Methods of Performance Objectives. 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. Here, we outline the three most prominent formats: the Mager format, the ABCD format, and the Gagné and Briggs format. The Mager Format In his book Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction (1997), Mager outlines three important characteristics to include in all instructional objectives. 1. 2. 3. Seels & Glasgow (1990). Copy / Paste by Peter Pappas » Dedicated to relinquishing responsibility for learning to the students. Reflection.
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. [more] 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. Crowd-Sourcing the Analysis UI Senior Survey Responses UI faculty and staff participated in a series of meetings to help analyze student responses to the UI Senior Exit Survey's open-ended question. Portfolios for Student Growth. 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. Outcomes Assessment > manual1. Contents on This Page I.
Introduction II. Background III. IV. V. Academic outcomes assessment is based on a process in which faculty and staff have identified the most appropriate objectives for specific programs, e.g., general education, undergraduate and graduate majors. The purpose of assessment is to produce feedback to the department, school/college, or administrative unit on the performance of its curriculum, learning process, and/or services, thereby allowing each unit to improve its programs. The goal of this document is to assist chairs and other interested faculty in developing assessment plans at the departmental level. During the last decade, colleges and universities have been called upon by a strong and influential externally driven movement to publicly demonstrate how academic programs continuously improve. The NCA Commission on Institutions of Higher Education identified ten characteristics of an effective program to assess student academic achievement:
Community Works Institute.
Specific Organizations. Learning Outcomes.