July 17, 2003.ppt

July 17, 2003 A Three-Pronged Model A Three-Pronged Model A Three-Pronged Model for Assessment Planning in Higher Education Angela R. Albert Héctor López-Román Uday K. Nair A Need for Innovativeness “A number of factors are examined to account for the persistence of traditional methods of assessment and the absence of widespread innovation. …Even in subject areas which lack a long tradition, innovation does not predominate…” (Assessment Matters in Higher Education: Choosing and Using Diverse Approaches, edited by Sally Brown Angela Glasner, 1999) A Need for An Innovative Approach Higher Education is rapidly changing Increased changes in mode of Delivery Increased opportunities for distance delivery methods Increased fragmentation of long course programs through the semester system and use of modules Accountability extend beyond the institution Increased focus on Continuous Quality Improvement Planned Approach to Innovation Thoughtful strategy in implementation of change in current assessment process If assessment is truly one of the most powerful levers faculty has to influence the way students learn Change should be strategic in nature Change should be intentional not accidental The impact of the change should be considered carefully Identifying Goals and Learning Outcomes to Measure Would it be a good idea to know what the stakeholders (students, employers, faculty, accrediting agencies, parents, etc.) expects? Would it be valuable to prioritize learning outcomes? Would it be valuable to tie a particular learning outcome to strengths, weaknesses, opportunities and threats? Would it be helpful to know where to focus as you consider available assessment resources? Would it be valuable to identify the performance indicators within your assessment plan? A Three-Pronged Model for Assessment Planning in Higher Education Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis To establish sound strategies and goals based on the internal and extern