Educational Evaluation

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Educational Evaluation

• Center for Teaching, Learning Assessment
• April 7, 2006

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Evaluation Disciplined Inquiry

• What are we doing now?
• Whose needs are and are not being met?
• What do we need to know?
• What are we going to do?

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Curriculum Review Cycle
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Why Engage in Disciplined Inquiry?

• Determine the worth and merit or our activity
• Increase Student Achievement
• Guide curricular improvement
• Assist decision and policy makers
• Strengthen political positioning
• (Based on Talmage, 1982 Worthen Sanders, 1987)

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Evaluation Occurs at Four Levels

• 1. Student Level
• 2. Course Level
• 3. Program Level
• 4. Institutional Level

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1. Student Level

• How is each student progressing in this course?

• Student
• Professor

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Data that Determines Students Academic Growth

• Student Work
• Pre-assessments
• Formative evidence of skill development over time
• Formative evidence of content knowledge depth
  breadth
• Post-assessments Summative data of skill and
  content mastery
• Teaching effectiveness supervision data
• Course design
• Students Attitudes and Perceptions

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2. Course Level

• Are the students learning what we intend them to
  learn in this course?

• Professor
• Department curriculum committee
• University committees
• Curriculum Committee
• USC
• UAC

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Data that Determines Course Effectiveness

• Student Work
• Teaching Effectiveness
• Course Design
• Students Attitudes and Perceptions
• Professor, class climate, tasks

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3. Program Level

• What are students learning as a result of a
  specific sequence of classes?

• Programs
• Departments
• Schools
• University Committees
• UAC
• USC

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Data that Determines Program Effectiveness

• Student Work
• Teaching Effectiveness
• Curriculum Design Articulation
• Sequencing and scaffolding of knowledge and
  skills
• Consistent alignment of assessment tools to
  outcomes
• Benchmarks of proficiency and knowledge aligned
  to coursework
• Students Attitudes and Perceptions

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4. Institutional Level

• What are the competencies, dispositions, and
  knowledge levels of our graduates?
• What is the rate of growth our students are
  making?

• Institutional Assessment Committee
• University Assessment Committee
• Policy Makers
• Potential Consumers
• Funding Sources

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Institutional Data

• Student Work
• Teaching Effectiveness
• Curriculum Design Articulation
• General education outcomes
• Embedded Assessments
• Benchmarks of proficiency and knowledge aligned
  to coursework
• Exit data in majors and general education
• Students Attitudes and Perceptions

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Student Experience at SOU
?
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Formative Evaluation

• Conducted during the operation of a course or
  program
• Checkpoints during implementation
• Revisions can be made during implementation

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Embedded Assessments
Institutional Level
Program Level
Course Level
Student level
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Summative Evaluation

• Conducted at the end of the program
• Provides information about the overall merit of
  the course or program
• Allows for comparison student achievement over
  time new program designs to past program
  designs the effect of instructional techniques,
  etc

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Where do we begin?

• We begin with the end in mind
• Student Exit Outcomes (analyze student work)
• Curriculum Articulation (scope sequence)
• Teaching Effectiveness (supervision)
• Students Attitudes Perceptions (surveys)

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Curriculum Review Cycle