Education Commons^™

Assessment Matters #20, October 2014, Assessment In Action Committee

Assessment Matters @ WMU

No abstract provided.

A Rubric-Based Approach To Assessing Resources For Writing Student Learning Outcomes, Jesus Romero, Kyra Tilmon

Assessment Publications & Presentations

No abstract provided.

Is There An Association Between Data-Informed District-Level Improvement Efforts And Data-Informed Instruction At The Classroom Level? An Empirical Examination Using National Schools And Staffing Survey (Sass) 2003-2004 Data, Xingyuan Gao, Jiangang Xia, Jianping Shen

Research and Creative Activities Poster Day

Introduction

What influences teacher’s instructional decision in the classroom? Our study uses nationally representative data to test whether there is an association between data-informed district/school-level improvement efforts and data-informed instruction at the classroom level.

A Comparison Of Students’ Perceptions Of Stress In Parallel Problem-Based And Lecture-Based Curricula, Sonia Wardley, Brooks Applegate, Deyab Almaleki, James Van Rhee

Research and Creative Activities Poster Day

Introduction

What is stress? Research asserts that stress is the mental state that results from an inability to cope (Burton 2004)

Why focus on stress?

• Persistent stress can lead to serious psychological problems such as interpersonal difficulties, depression, anxiety, and even suicide (Shapiro 2000)
• Several studies have found up to a third of medical students experience stress-related problems

The importance of this study comes from: A review of the extent literature suggests there is no systematic inquiry of the effects of stress experienced by students in LBL and PBL curricula in PA education

A Monte Carlo Study Of The Optimal Rank Order Relationships With Criterion Scores (Ororcs), Hongyan Cui, Brooks Applegate, Warren Lacefield, David Hartmann

Research and Creative Activities Poster Day

This dissertation study contributes to the field of measurement. It introduces a method to determine keys for a kind of test items that

1. Depict a specific situational context and provide a set of multidimensional alternative reactions to that situation for the subjects to rank according to their best judgment (SRT).
2. An examinee’s response to an item is a multidimensional ranking of the alternative options.
3. One administration of the SRT yields measures of multiple traits, so that there is no need to administer multiple criterion instruments.

Assessment Matters #19, February 2014, Assessment In Action Committee

Assessment Matters @ WMU

No abstract provided.

The Phoenix Project: An Intrusive Retention Initiative For At-Risk Students, Geralyn Heystek, Betsy Drummer, Chris Robinson

Assessment Grants

No abstract provided.

Understanding Students' Ability To Communicate Mathematics In Developmental Mathematics Courses, Kirsty Eisenhart, Amy Galick

Assessment Grants

No abstract provided.

Goal Attainment Scaling: Measurement Of Student Learning And Teaching Clinic Outcomes: Program Evaluation In Progress, Ann M. Chapleau

Assessment Grants

No abstract provided.

Examining And Testing The Use Of An Online Orientation, Betty D. Dennis

Assessment Grants

No abstract provided.

Standardized Tests And Assessment In The Business School: A Pilot Study, Devrim Yaman

Assessment Grants

No abstract provided.

Western Michigan University Assessment In Action Day Conference 2014, Office Of Assessment And Undergraduate Studies

Assessment in Action Conference

No abstract provided.

Instituting A Proactive Risk Assessment Model: The Promise And Peril Of Predictive Approaches To Student Success, John Chew, Kevin Knutson, Edwin A. Martini

Assessment in Action Conference

In this session, the presenters, (all from the College of Arts and Sciences at WMU), describe a pilot project that attempts to predict the likelihood of student persistence based on a variety of factors, including non-cognitive assessment. Led by a graduate assistant who designed the survey tool and analyzed the data, they discussed the pros and cons of such an approach and the benefits of doing such work for the professional development of graduate students.

Helpful And Reliable Assessment Resources, David S. Reinhold, Karen Stokes Chapo

Assessment in Action Conference

This document is the handout that was given to participants at the WMU Assessment in Action Day Conference 2014 who attended the concurrent session entitled, "Helpful and Reliable Assessment Resources". The presentation was given by David Reinhold, the Associate Provost for Assessment and Undergraduate Studies at Western Michigan University and Karen Stokes Chapo, the Assessment Programs Specialist at WMU. These are just a few of what Dave and Karen find to be helpful web resources on the topic of student learning outcomes assessment.

It's Hard To Hit A Moving Target: Establishing Clear Learning Objectives, Diane Rogers

Assessment in Action Conference

Are you getting the results that you want from your students? Do students know what you expect? Establishing and communicating clear learning outcomes from the beginning of a course can help to both improve the quality of student work and positively impact learning. This session will focus on writing clear learning and assessment expectations for academic courses and discuss strategies for implementing the outcomes in your course.

How Mature Is Your Assessment?, David S. Reinhold

Assessment in Action Conference

Included here is the PowerPoint presentation used during the plenary session at WMU Assessment in Action Day 2014. The session was an interactive session that allowed participants to determine how robust their assessment activities are in their units based upon answers to a series of questions developed by Karen Ann Tarnoff at East Tennessee State University. A short discussion period followed each question to allow attendees to comment on the questions. Cumulative results of the group were used to determine the maturity of assessment at WMU.

Assessment, Accreditation And Compliance: The Three Musketeers Or The Three Stooges?, Jody Brylinsky

Assessment in Action Conference

This presentation describes how assessment, accreditation and compliance fit together, in particular how they influence WMU’s strategic planning initiatives. While these three academic responsibilities work in concert to support the common goal of quality higher education, they often do so in some unusual ways? The purposeful connections and comedy of their relationship will be explored with illustrations from WMU pathway to reaccreditation in 2020.

Beyond Satisfaction: Assessing (Learning And Other) Outcomes In Co-Curricular Areas, Kate Bates, Anne Lundquist, Cari Robertson, Ewa Urban, Chris Voss

Assessment in Action Conference

Most student support areas are fairly adept at designing surveys to capture satisfaction data. While important, there are other types of assessment that require our attention, not only so that we can impact student learning and improve programs and services for students and other constituents, but as an essential aspect of meeting revised Higher Learning Commission accreditation standards. This workshop will provide information about the various definitions and approaches to assessing student learning and operational outcomes in co-curricular areas and offer specific examples from four student affairs areas that may be applicable to other units on campus.

Sharing The Experience Of Nacada’S Assessment Of Academic Advising Institute 2014, Laura Ciccantell, Kevin Knutson, Lenore Yaeger

Assessment in Action Conference

Below is the description of the session that was presented by Laura Ciccantell, (College of Education Advising), Kevin Knutson, (College of Arts and Sciences Advising), and Lenore Yaeger, (College of Engineering and Applied Sciences Advising) at the WMU Assessment in Action Day Conference 2014. The attached document is a handout used to aid the participants during the presentation and as a tool to use for assessment after the session.

"Are you a student support unit that has a vision for teaching students? We argue that every office that interacts with students on our campus educates our students! So why not …