| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
Creating Student Outcomes Assessment and Program Review Dashboards: Does Stakeholder Context Matter? |
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Roundtable Presentation 231 to be held in Suwannee 20 on Thursday, Nov 12, 9:15 AM to 10:45 AM
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Sponsored by the Assessment in Higher Education TIG
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| Presenter(s):
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| Philip Kramer, College of Saint Benedict and Saint John's University, pkramer@csbsju.edu
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| Abstract:
This roundtable discussion will engage participants in a case study analysis of key stakeholders involved in creating institutional dashboards for student outcomes assessment and disciplinary program review at two private liberal arts institutions. The case study explores how the various contexts of the faculty, the administration, and members of the boards influenced the creating and use of institutional dashboards. Participants will consider how they can bring "lessons learned" back to their campuses to better understand the homogeneous and heterogeneous nature of context in creating a high-stakes measure of institutional effectiveness.
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| Roundtable Rotation II:
Rising to the Challenges of Incorporating Course-Embedded Assessment of Student Learning Outcomes Into Higher Education Cultures |
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Roundtable Presentation 231 to be held in Suwannee 20 on Thursday, Nov 12, 9:15 AM to 10:45 AM
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Sponsored by the Assessment in Higher Education TIG
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| Presenter(s):
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| Kathleen Bolland, University of Alabama, kbolland@sw.ua.edu
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| Abstract:
Increasingly, higher education accreditation policies and standards mandate the direct assessment of student learning and use of assessment results to improve curriculum and instruction. Course-embedded assessment of student attainment of knowledge and skills is one option for such direct assessment and rubrics are often suggested as an important tool to use in course-embedded assessment. The challenge of obtaining useful data to inform curriculum, instruction, and accreditation decisions while not creating undue burden on faculty and students is an important aspect of the context in which faculty and administrators charged with leading the self-studies that inform accreditation and re-accreditation decisions and faculty and administrators eager to improve their curriculum and instruction operate. After a brief presentation of course-embedded assessment concepts and resources, participants will have an opportunity to discuss challenges that arise in introducing use of rubrics for course-embedded assessment into the developing assessment culture of a university, department, or program.
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