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Series

Educational Assessment, Evaluation, and Research

Western Michigan University

2016

Articles 1 - 12 of 12

Full-Text Articles in Education

Writing Observable And Measurable Learning Outcomes, Eli Collins-Brown Apr 2016

Writing Observable And Measurable Learning Outcomes, Eli Collins-Brown

Assessment in Action Conference

This session will show how to write learning outcomes that are useful to the student and essential for faculty who want to improve student learning and assessment in their courses. Writing observable and measurable outcomes is not a difficult task once you learn the process to follow. By the end of this session, participants will be able to distinguish between content, learning activities and learning outcomes and apply the three-step process for writing observable and measurable learning outcomes.


Student Employment: Incorporating Learning On The Job, Kathy Collins Apr 2016

Student Employment: Incorporating Learning On The Job, Kathy Collins

Assessment in Action Conference

Evaluations of a student's performance are often a required part of one's development. More importantly, they are an important part of a student's learning experience. This session will explore the creation of learning outcomes and tracking tools for student employment experiences across higher education.


Are We There Yet? Assessing Our Progress In Assessment, Katharine Cummings Apr 2016

Are We There Yet? Assessing Our Progress In Assessment, Katharine Cummings

Assessment in Action Conference

This session will present a descriptive continuum to help determine progress in creating and implementing an assessment system. Attendees will have the opportunity to use the continuum to assess their own department's progress as well as to refine the descriptions included in the continuum.


Student Learning Outcomes: Tools, Planning, And Contribution To Institutional Goals, Kathy Collins Apr 2016

Student Learning Outcomes: Tools, Planning, And Contribution To Institutional Goals, Kathy Collins

Assessment in Action Conference

On our campuses, students spend a significant amount of time outside of the formal classroom. What are we doing to creatively think about capturing this learning and evaluating it to enhance the student experience? There are numerous ways to develop assessment plans, tools, and learning outcomes to provide evidence of student learning. Even more important is preparing and supporting quality professionals in the field to do quality assessment work.


Student Learning Outcomes Of Involvement, Kate Bates Apr 2016

Student Learning Outcomes Of Involvement, Kate Bates

Assessment Fellows Grant

Kate Bates and Stephanie Beld, from the Department of Student Activities and Leadership Programs at Western Michigan University, shared this poster at the Assessment in Action Conference 2016 on April 8. They were the recipients of one of the 2015-2016 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes. The focus of their project was to assess and compare the impact and learning outcomes of students involved in Registered Student Organizations and LeadCorp Interns that are directly advised by SALP staff. This poster provided information regarding their assessment project.


The Effects Of Strengths-Based Curriculum On First-Year Students, Melissa Holman Apr 2016

The Effects Of Strengths-Based Curriculum On First-Year Students, Melissa Holman

Assessment Fellows Grant

Melissa Holman and Rachel Carlson, from the College of Education and Human Development at Western Michigan University, shared this poster at the Assessment in Action Conference 2016 on April 8. They were the recipients of one of the 2015-2016 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes. The focus of this project was to expose WMU CEHD First Year Seminar students to a strengths-based curriculum, coach them to apply their strengths, expose the students to campus resources and supports, enhance their student experience to help with retention, and increase the self-reported level of intrinsic motivation ...


Assessing Students Rule-Bound Writing Development, Kim Ballard Apr 2016

Assessing Students Rule-Bound Writing Development, Kim Ballard

Assessment Fellows Grant

Kim Ballard, from the Writing Center at Western Michigan University, shared this poster at the Assessment in Action Conference 2016 on April 8. She was the recipient of one of the 2015-2016 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes. The focus of her project was to help WMU students learn to incorporate rule-bound Lower Order Concerns into their personal writing style. This poster provided information regarding her assessment project.


Evaluation Of The Master Of Arts Hybrid Program In Psychology, Denise Ross, Cynthia Pietras Apr 2016

Evaluation Of The Master Of Arts Hybrid Program In Psychology, Denise Ross, Cynthia Pietras

Assessment Fellows Grant

Denise Ross and Cynthia Pietras, from the Department of Psychology at Western Michigan University, shared this poster at the Assessment in Action Conference 2016 on April 8. They were the recipients of one of the 2015-2016 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes. The focus of their project was to measure the effectiveness of the Master of Arts Hybrid Program in Psychology including program satisfaction, content knowledge and professionalism. This poster provided information regarding their assessment project.


Assessment At The College Level: Core Comptencies, Sue Caulfield Apr 2016

Assessment At The College Level: Core Comptencies, Sue Caulfield

Assessment Fellows Grant

Sue Caulfield, from the School of Interdisciplinary Health Programs at Western Michigan University, shared this poster at the Assessment in Action Conference 2016 on April 8. She was the recipient of one of the 2015-2016 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes. The focus of her project was to assess student writing in the College of Health and Human Services as a core competency across the college. This poster provided information regarding her assessment project.


Western Michigan University Assessment In Action Conference 2016, Office Of Assessment And Undergraduate Studies Apr 2016

Western Michigan University Assessment In Action Conference 2016, Office Of Assessment And Undergraduate Studies

Assessment in Action Conference

Included here is the schedule from the 7th Annual WMU Assessment in Action Conference 2016. The conference, sponsored by the Office of Assessment and Undergraduate Studies at Western Michigan University, is a one-day event where those new to outcomes assessment can come and learn fundamental knowledge about the field, but it is also a place where those who have worked as leaders in outcomes assessment can come and extend their knowledge and skills and network with colleagues. Conference offerings included learning opportunities on various assessment topics for both academic and student supports units.


Making Academic Change Happen-Any Way We Can?, Julia Williams Apr 2016

Making Academic Change Happen-Any Way We Can?, Julia Williams

Assessment in Action Conference

Within the higher education community, there are repeated calls for changing the way we educate our students. And yet, despite the development of research-based teaching strategies, innovative co-curricular projects, and many years of funding and development from a variety of foundations and corporations, change in higher education is not pervasive. The lack of systemic change points to an important problem with the approach to change that the higher education community has pursued thus far. Current change approaches have not fostered the necessary knowledge, skills, and abilities (KSA) in motivation, communication, collaboration, and persuasion that are the foundation for change on ...


From Artifact To Assessment To Evaluation-Closing The Loop In Continuous Improvement, Julia Williams Apr 2016

From Artifact To Assessment To Evaluation-Closing The Loop In Continuous Improvement, Julia Williams

Assessment in Action Conference

As faculty, we understand well the process by which we assess students and provide them with feedback on their work; in this way, we "close the loop" in order for students to learn and improve. The same process of assessment and feedback characterize the institutional improvement loop; by collecting and analyzing a variety of data, we can make informed decisions in order to make improvements. The challenge is to understand how classroom assessment activities map and can support continuous improvement at the program and institutional levels. In this workshop, we will explore multiple classroom assessment techniques in order to understand ...