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Assessment 101: Assessment Tips with Gloria Rogers, Ph.D.The Ultimate Assessment 101: Assessment Tips with Gloria Rogers, Ph.D.The Ultimate

Assessment 101: Assessment Tips with Gloria Rogers, Ph.D.The Ultimate - PDF document

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Assessment 101: Assessment Tips with Gloria Rogers, Ph.D.The Ultimate - PPT Presentation

Assessment 101 Assessment Tips with Gloria Rogers PhDThe Ultimate OpenEnded Design ProblemDecember 20052 xMCIxD 0 xMCIxD 0 availability of laboratories and financial resources ID: 263972

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��Assessment 101: Assessment Tips with Gloria Rogers, Ph.D.The Ultimate OpenEnded Design ProblemDecember 2005 ��Assessment 101: Assessment Tips with Gloria Rogers, Ph.D.The Ultimate OpenEnded Design ProblemDecember 2005��2 &#x/MCI; 0 ;&#x/MCI; 0 ;availability of laboratories, and financial resources.There is a saying that goes, “Price, service, quality pick any two.” When setting the program outcomes, ensurethat they align with both the resources available and theprocesses that have been put in place to manage theseresources. The outcomes must be realistic in light of the program’sexisting constraints.TeamworkMost design problems are not solved by individuals workingalone. Solutions are more often results of collaborative efforts.Program assessment requires the sametype of collaborationby program faculty. This is not to say that everyone is equallyinvolved; rather, there must be an internal process that engagesthe faculty in a way that optimizes both the resourcesavailable and the likelihood that the outcome meets the clients’expectations. Someone needs to serve as the project managerand have responsibility for bringing together the necessaryresources to develop a quality assurance process thatcontinuously improves the curriculum.AmbiguityBy their nature, most design problems are ambiguous in thatthere is no one clear solution. Based on the problem’s complexity,the existing constraints, and the available resources,there can be several possible solutions. The same is true forprogram assessment there is no one way to develop aquality assurance process for program curriculum. Numerousprocesses have been developed to solve the problem; theone that fits a program best is the one that meets its need,based on constraints and best practice. Programs can learnfrom one another to reduce time to delivery, but the bottomline is that a program has to develop a process that fits itsunique situation.IterationDesign processes are iterative; generally, models for a proposedsolution are developed and then tested to see if theymeet the necessary requirements. Data are taken and analyzed,processes are examined to see if they are valid andreliable, and projections are made to determine if the finalproduct or process can be delivered within budget. Witheach test, there are modifications and retesting.When doing program assessment, chances are unlikelythat it will be optimal the first ��Assessment 101: Assessment Tips with Gloria Rogers, Ph.D.The Ultimate OpenEnded Design ProblemDecember 2005��3 &#x/MCI; 0 ;&#x/MCI; 0 ;time. There will be cycles ofrefinement, not only to improve results but also to perfectthe process of quality assurance itself. Measurement toolswill be polished, data collection cycles will be altered, andlearning outcomes will become more focused and betterdefined. Each step in the program assessment process willinfluence both previous and future steps, and every mprovementin the process will optimize the final solution.IntegrationThe design process is made up of multiple steps that followsystematically and integrate. Each step informs the othersteps, and generally, there are no shortcuts without jeopardizithe quality of the results. The same is true for the programassessment process. There are certain steps that mustbe followed to ensure that the findings are valid and reliableand that the information provided can lead to quality improvement.It begins with the clients and their needs. Once theclients’ needs are identified, it is the program faculty’s responsibilityto determine what the product (curriculum) shouldbe to satisfy those needs. In determining how to do that,faculty must consider the given constraints and determinethe measurable performance criteria (specifications) thatmust be met. With consideration for the performance criteria,practices and strategies must be developed so that studentshave ample opportunity to learn, develop, practice, andget feedback on their performance, related to the criteria established.Assessment data must be collected, analyzed, andevaluated at the program level to determine whether thementsmust be made. The steps in this process are integratedso that, when assessment results are evaluated, they haveclear implications in the ways the program can be improved.The ultimate goal is satisfaction for the clients, both internaland external.