TRANSCRIPT of VIDEO
As an instructor, you are probably well aware that there are many assessment instruments available to measure student competencies. These include the “traditional” methods, including multiple-choice exams, research papers and an in-class, hands-on skills evaluation. While some of these methods are, in fact, effective in determining student learning, some are incompatible with the SLOs for the course. Assessing SLOS and course knowledge (for a grade) can happen simultaneously!
Some sequential “best practices” to be considered when formulating the “right” assessment for your course are to:
(1) Build your SYLLABUS around course-level SLOs. If created “properly” those SLOs will already incorporate both Program and Institutional Learning Outcomes.
(2) Find ASSESSMENT INSTRUMENTS that organically “fit” with your unique teaching methodologies.
(3) Use ASSESSMENT methods that measure the SLOs. Many customizable rubrics can be found to collect both quantitative and qualitative data.
(4) Make ASSESSMENT a regular pedagogical strategy for remaining current in your discipline and allowing for routine adjustments to maximize students success in your course.
Remember, assessment data is ONLY as good as the data instrument used to take the measurement. Some very slight adjustments and re-focused efforts in the classroom will go along way to impact continued student success and greater learning in your course(s).
Some sequential “best practices” to be considered when formulating the “right” assessment for your course are to:
(1) Build your SYLLABUS around course-level SLOs. If created “properly” those SLOs will already incorporate both Program and Institutional Learning Outcomes.
(2) Find ASSESSMENT INSTRUMENTS that organically “fit” with your unique teaching methodologies.
(3) Use ASSESSMENT methods that measure the SLOs. Many customizable rubrics can be found to collect both quantitative and qualitative data.
(4) Make ASSESSMENT a regular pedagogical strategy for remaining current in your discipline and allowing for routine adjustments to maximize students success in your course.
Remember, assessment data is ONLY as good as the data instrument used to take the measurement. Some very slight adjustments and re-focused efforts in the classroom will go along way to impact continued student success and greater learning in your course(s).