Course-Level Assessment

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Course-Level Assessment Modern European
History David Burleson History/Government Arts
and Humanities Department
Building Community
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HED Core Competencies

• Cradle to grave approach
• Identify early on the skills of a successful
  student
• Be consistent in application
• Establishes the baseline for follow-on assessment
• Approach creates greater consistency in building
  courses

Division/Department Learning Objectives
Course Content Guide
History 102G Syllabus
Building Community
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History 102G Syllabus

• Establish a framework for assessment
• Logically divide coursework to ensure SLOs are
  addressed and met
• Use writing assignment to generate artifacts for
  assessment
• Format grade book to better enable course-level
  assessment

Block approach
Writing Assignment
Grade Book
Building Community
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• Establish a framework for assessmenttesting
• Ensure tests measure SLOs
• Use of publisher test banks
• Format test to enable assessment

• History 201 Exam 1, Fall 2007, Chapters 14-16
• 1. Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
  xxa.
• a. Xxxxx
• b. xxxxxx
• 2. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
• a. xxxxxxxxx
• b, xxxxxxxx
• 3. Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
• a. xxxxxxx
• b. xxxxxxxxx
• 4. Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
  
• a. xxxxxxxxxx
• b. xxxxxxxxxxx
• Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
• a. xxxxxxxxx
• b. xxxxxxxxxxxxxxxx
• Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
• a. xxxxxxxxxxx
• b. xxxxxxxx

Building Community
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• Establish a framework for assessment
• Questions are divided among chapters evaluated
• Enables analysis of student performance on
  individual chapters and blocks
• Makes trend analysis easier
• Quality control check on questions

• History 201 Exam 1, Fall 2007, Chapters 14-16
• 1. Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
  xxa.
• a. Xxxxx
• b. xxxxxx
• 2. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
• a. xxxxxxxxx
• b, xxxxxxxx
• 3. Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
• a. xxxxxxx
• b. xxxxxxxxx
• 4. Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
  
• a. xxxxxxxxxx
• b. xxxxxxxxxxx
• Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
• a. xxxxxxxxx
• b. xxxxxxxxxxxxxxxx
• Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
• a. xxxxxxxxxxx
• b. xxxxxxxx

Chapter 14
Chapter 15
Chapter 16
Building Community
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• Using test results

History 102, Exam 1 Fall 2007, Chapters
14-16 A B C D T 1 1 1
2 2 11
1 3 3
1
1 1 3 4

0 5
11111111 8 6
1 1 1
3 7
11
111 5 8
1
1 9
1111
1 1 6 10
11 111
111 8
16 total questions missed on Chapter 14
Possible Trend
23 total questions missed on Chapter 15
Building Community
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• Putting it all together

Student Success
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• Useful in
• Comparing different sections of the same class
• Assessing the impact of new texts or new classes
• Comparing student performance from
  semester-to-semester or year-to-year
• Developing greater familiarity with various
  actors in assessment process

Building Community
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• Where to go from here?
• Establishing an assessment plan
• Share data and results
• Incorporate into WebCT or other CMS
• Economize effortsmore bang for the buck
• Fine tune writing assignments
• Become more integrated into other assessment
  efforts

Building Community
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• Where to go from here?
• Incorporated pre-post data collection
• Share artifacts General Education Assessment,
  LLTD
• Use of MAC worksheets in History classes

Building Community
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Course-Level Assessment Modern European
History David Burleson History/Government Arts
and Humanities Department
Building Community