Upcoming Training or Webinars Related to Assessment
AALHE Webinar: Self-Reflective Writing to Support Equity in Online Assessments of Student Learning
3 p.m. Eastern time
Wednesday, Sept. 23, 2020
AALHE invites you to join us for our upcoming September webinar, Use Self-Reflective Writing to Support Equity in Online Assessments of Student Learning. This webinar will be facilitated by Karen Singer-Freeman and Linda Bastone.
2020 Assessment Institute, Held Virtually
October 25-28, 2020
We would like to extend to you and your colleagues an invitation to join us for the 2020 Assessment Institute, held virtually, October 25-28, 2020. For 2020, we are pleased to offer complimentary registration to attend the virtual Assessment Institute, including our pre-Institute workshops on Sunday, October 25, to all members of the higher education community. This is our way of supporting colleagues who are facing travel-related concerns or restrictions and resource constraints in light of the ongoing COVID-19 pandemic.
For more information on registering for the Assessment Institute click here.
The Assessment Institute, hosted by IUPUI and usually held in Indianapolis, Indiana, is the nation’s oldest and largest higher education event of its type, offering more than 200 educational sessions. Typically, the Institute attracts more than 1,000 participants from all 50 states and several other countries representing more than 400 colleges, universities, and organizations. Registration ends on Monday, October 12, 2020. For more information about the Institute, sponsorships, or how to register, please consult our website.
The Institute begins with a selection of optional workshops on Sunday, October 25, 2020, and opens officially on Monday, October 26, 2020, with a plenary session featuring experts in assessment. This will be followed by special track keynotes and concurrent sessions. The conference will end Wednesday, October 28, 2020. Please note we are extending the conference by one day—through Wednesday, October 28—since we are shortening each day to accommodate a schedule suitable for the major U.S. time zones. Each day begins at 11:00 a.m. Eastern / 8:00 a.m. Pacific and concludes by 6:00 p.m. Eastern / 3:00 p.m. Pacific. Visit the Assessment Institute website to view an overview of our virtual schedule.
Past Trainings and Webinars: Recordings
General Education Assignment Charrette
March 1, 2019, 8:30 a.m. to noon PST
University of Idaho Commons, Crest-Horizon Room
The session will begin with a review of effective assessment practices and an overview of one of the most effective ways to assess student learning: the course assignment. Assignments are powerful teaching tools, and their design is one of the most consequential intellectual tasks that faculty undertake in their work as educators. Yet that work is often private and unavailable for collegial exchange and knowledge building. The charrette — a term borrowed from architecture education, denoting a collaborative design process — will be an opportunity to talk with other faculty interested in trading ideas about the design and use of the various tasks, projects, papers and performances we set for our students. The charrette will aim to stimulate ideas about how to strengthen the assignment you bring, or think together about an assignment that might work for assessment of the general education course you teach. Attendees should bring an assignment that they would like to share with colleagues, refresh or adapt for assessment of the course’s learning outcome(s). If you do not have an assignment that you believe currently aligns to the outcomes, come anyway and leave with ideas!
Watch Recording (Morning Session)
|23:04||Assessment Practices in Learner-Centered Institutions (from instructor perspective)|
|27:12||Effective Assessment Practices (from NILOA)|
|35:20||Best practices do not specify assessment to “Meet accreditor needs”
BUT! Accreditors have standards (which need to be met)
|38:49||Triangulation (regarding student achievement/student outcomes)|
|44:26||Opportunities for Program Review|
|45:31||Institutional Effectiveness: What Can Be Improved?|
|47:07||Improving the Institution: Instructional Effectiveness|
|47:55||Questions from participants|
|57:29||Effective Assignments (from presenter and from participants)|
Learning Outcome Development Workshop (Student Affairs/Co-Curricular)
March 1, 2019, 2-4 p.m. PST
University of Idaho Commons, Aurora Room
Currently, many student service, student support services and co-curricular programs identify expected student outcomes for their programs. The session will provide an overview of institutional effectiveness and frameworks to help determine learning expectations and evidence to support achievement within student support services. During this session, staff members will create at least one institutional learning outcome statement for the unit. To assist in crafting statements, academic support service staff members are asked to bring samples of their current assessment measures, such as use of program services or facilities, user satisfaction, needs assessment of users or student learning outcomes. These are all examples of tools that may already be used to inform progress currently being made toward goals to further improve programs. Light refreshments will be provided during this session.
Watch Recording (Afternoon Session)
|12:28||What is Institutional Effectiveness? (specific to student support units)|
|15:30||Improving the Institution: Institutional Effectiveness|
|17:12||Assessment in Learner-Centered Institutions (for student support units)|
|20:46||Assessment is the Ongoing Process Of…|
|22:20||The Student Experience|
|23:38||Students are Complex|
|25:39||Support Services, Co-Curricular|
|28:05||Assessing the Co-Curricular|
|30:30||Goals vs. Outcomes|
|32:15||Tips for Writing Outcomes|
|34:31||U of I’s ULOs|
|35:26||Higher Education is at a Crossroad|
|36:41||NASPA Professional Competencies|
|37:33||The CAS Frame Works|
|38:12||A Taxonomy of Student Outcomes|
|40:39||How Do We Measure Outcomes?|
|41:10||Absolute vs. Value-Added Outcomes|
|44:07||Direct vs. Indirect Assessment|
|45:17||Student Support Assessment: Source of Evidence|
|47:31||Ways to Collect Direct Evidence|
|54:22||Outcomes Assessment Plan (5-column model)|