Further Information
Up
Primer of Statistical Tools
FAQ
Tool List (TOC)
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The following is the index page from the disk handed out with a
presentation at NCA.
Most of the links have been updated to provide access to the ideas presented, a few references are not longer
available.
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Outcome Assessment at College of DuPage
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Student Outcome
Assessment Committee
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Links to what others know that we
can learn from
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Institutional
Assessment
EPC, EPTs
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Division /
Program Assessment
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Classroom Assessment
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Frequently Asked Questions
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Assessment Map and Index
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28 Right- and
Left-handed Tools for all Seasons:
A Toolbox of Useful Items to Embed in a Culture of Assessment
in General Education, Discipline-Level, and the ClassroomResources
presented at the N.C.A. Annual Meeting,
"Serving the Common Good: New Designs in Higher Education,"
April 1-3, 2001, Chicago, Illinois |
Presented by:
Jan A. Geesaman
Peter T. Klassen
Ingrid L. Peternel
Russell J. Watson
from:
College of DuPage
Glen Ellyn, Illinois
630.942.2000 |
If you want to find us on the Internet, look to
http://www.cod.edu
| Classroom Assessment |
Discipline-Level Assessment |
#1 Survey faculty using both paper forms and Web
based response forms. Compile the results from survey form to all faculty asking
what CAT's they use. And publish the results in an assessment newsletter and on a
assessment web site. Promotes the perception that assessment is catching on and
everyone is doing it.
Part-time Faculty Notification (MS-Word
format)
Summary of Part-time Faculty
Responses (MS-Word format)
1999 Open Response Form
(HTML)
2000 Check list form (HTML) |
#6
Begin assessment implementation at the discipline level in multi-section courses,
publishing the results in a newsletter and on an assessment web site. |
| #7
Utilize mini-grants to encourage projects related to assessment, especially focused on
areas of challenge in General Education skills development. |
| #2 Classroom assessment as the focus for a faculty
in-service day. |
#8
Document and publicize discipline level assessment using pre-test / post test
design. Example from Chemistry |
| #3
Provide assessment resources in a Teaching Learning Center including 50 copies of Cross
& Angelo's Classroom Assessment Techniques, 2nd ed.. |
#30 Document and publicize discipline
assessment utilizing meta-analysis of assessments applicable in multiple courses to
measure discipline development from novice to major. Example
from sociology. |
| #4
Identify Assessment Liaison person in each discipline to help answer questions or provide
resources for colleagues |
| #5
Offer a faculty-development class on Classroom Assessment Techniques |
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| General Education Assessment |
Communication Resources for Faculty,
Students, and the Community / Academy at Large |
| #9
Institutional level assessment of General Education skills development utilizing ACT's
CAAP instruments, class-session random sampling to improve participation rates and thus
representatives of results. Combine testing results with student tracking data to
strengthen identification of student characteristics and analyses. |
#14 Generate broad-based
support with a general workshop with an outside speaker. |
| #15 Funding began with
seed money from a number of sources and grew into a separate line-item over a period of 3
years. |
| #29
Make use of nine institutional designed questions of the CAAP answer sheet to collect
supplemental responses including self reports on areas of general education not being
tested. i.e. development of cultural and environmental appreciation, and
personal values based on accepted ethics that lead to civic and social responsibilities
(MS-Word format) |
#16 Develop an assessment web-site. The site is a
repository for a variety of resources and reports. The site also links to other web
sites that were judged as helpful or interesting. If you want to find us on the
Internet, look to http://www.cod.edu/outcomes |
| #10 An
Asynchronous Workbook used to introduce the CAAP testing and link our General Education
goals with CAAP tested skills. The workbook ask faculty to rank G.E. goals to course
success. Then the tested skills with outcomes from courses. And finally
ask faculty for ideas for change at the institutional, discipline, and faculty level.
(HTML) |
#17 Worksheets to initiate
movement from our approved Assessment Plan to specific assessment activities. (MS-Word
format) |
| #18 Re: Assessment a
quarterly, or thereabouts, newsletter with a feature article, a CAT, and some notes to all
faculty. (HTML and frames) |
#11 Annual
published research reports on the outcomes from CAAP testing. These reports include
Freshmen, mid-studies, Sophomore comparisons, Freshmen and Sophomore to ACT's National
Norms for 2-year public and 4-year public colleges, and structural models examining skill
acquisition.
This report is in PDF format and require a program like Acrobat Reader, available on the
internet. See the link below. |
#34 Announcement
of new materials in the library and a bibliography of the web site. |
| #20 A classroom
flyer to students in courses targeted for CAAP testing explaining the project and ask for
their cooperation. (MS-Word format) |
| #19 Letter to
faculty whose classes were randomly selected for ACT/CAAP explaining the purpose and
organization of the project. (MS-Word format) |
| #20 A classroom
flyer to students in courses targeted for CAAP testing explaining the project and ask for
their cooperation. (MS-Word format) |
#33 An all
class announcement about CAAP testing (MS-Word format) |
| #32 A cover thank
you letter to each student send with ACT's report on the student's performance on CAAP.
(MS-Word format) |
#34 Publicity from ACT's
Acting on Outcomes Assessment, Winter 2000, Vol.4(2). |
#12 Annual
handouts and brief presentations to an opening faculty convocation which summarize the
annual CAAP findings. The first summary was published in color to send a message
that General Education assessment was important. Each handout includes response
forms that are collected and summarized. These responses to the findings are published in
a newsletter (which is also posted to the assessment web-site.)
This report is in PDF format and require a program like Acrobat Reader, available on the
internet. See the link below. |
#21 "Show US
the Learning" Assessment: An Institution-Wide Process to Improve and Support Student
Learning a booklet describing the college's assessment efforts. This booklet
is in PDF format and require a program like Acrobat Reader, available on the internet.
See the link below. |
| #22 Articles in the student newspaper The Courier
as an important vehicle to informing students and the community in the absence of other
routes to our highly mobile and generally uninvolved student body. |
| #13 General Education faculty forms in which the
findings (and methods) from the CAAP assessment effort are discussed and processed. |
#23 Support for faculty attendance at assessment conferences. |
| #24 Visiting other
institutions |
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#25 Encouraging other local colleges through regular exchange
and attendance at local one-day assessment conferences. |
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