评估资源 & 工具

The following assessment resources and tools are categorized into topics.

发展学生的学习成果

学生学习成果（slo）, 描述学生应该知道什么, 能够做某事, and/or value by the end of a specific educational experience (course, 程序, etc.). SLOs commonly are focused on 3 dimensions of learning:

  • 知识: 基本认知内容, 核心概念或问题, 探究的基本原则, 广泛的历史, 和/或各种学科技术.
  • 技能: 基本知识的运用能力, 分析和综合信息, 评估信息的价值, 有效地沟通, 和合作.
  • 的态度 & 价值观: affective states, personal/professional/social values, and ethical principles.

优秀项目slo的特点

  • Aligned with appropriate institutional learning outcomes and course specific learning outcomes
  • 具体的，清晰的，简洁的
  • 可论证和可测量的
  • 离散(我.e. 没有“双桶”动词语句)
  • 现实可行，易于管理
  • Use 主动动词 [PDF] from Cornell Center for Teaching, Learning, and Assessment

其他SLO资源

测量学生的学习

直接考核方法：

  • 课程考试，小测验，作业
  • 顶点项目/期末论文
  • 学生演讲
  • 学生的投资组合

间接评价方法：

  • 学生自省论文
  • /毕业校友的调查
  • 雇主的调查

嵌入式评估方法：

  • 课堂解决问题活动
  • 实验报告
  • Student portfolio consisting of student assignments in the course

“附加”或外部评估方法：

  • 公布的标准化测验
  • 学生作品的标题审查
  • Clinical interview of students’ problem-solving


Additional Supporting Information on 测量学生的学习 Outcomes

通过评估改善

Here are some common types and examples of changes that assessment results lead to (adapted from Allen 2011 and CSU Fullerton Assessment and Educational Effectiveness):

变化的类型例子
课程Change prerequisites or GE requirements; Add required courses; Replace existing courses with new ones; Change course sequence; Add internships, labs and other hands-on learning opportunities
老师的支持Provide targeted professional development opportunities; Add specialized support to faculty (图书馆, 学术科技, etc.); Increase support to promote discussion and community
教育学Change course assignments; Add more active-learning components to course design; Change textbooks; Increase opportunities for formative feedback and peer-assisted learning
学生支持Increase tutors; Add more online resources; Improve advising to make sure students take the right courses; Provide resources to encourage community building among students and between students and faculty
资源Change the course management system structure; Improve or expand lab spaces; Provide resources to support student independent re搜索
评估计划Refine SLO statements; Change methods and/or measures; Change where (e.g. courses) the data are collected; Collect additional data; Improve data reporting and dissemination mechanisms

额外评估资源

National Institute of Learning Outcomes Assessment (NILOA) section under Publications for 报告及临时论文 提供额外的评估资源.

CSUDH的报告评估

Student Learning Outcome Assessment Reports are submitted annually through an online assessment system, 校园实验室规划, 使用您的CSUDH单点登录凭证. If you need access to 校园实验室 please contact the Director of Assessment. The 校园实验室 Department Chair/Coordinator User Guide can be found in the announcements section immediately after logging into the platform.

校园实验室 登入网址： http://csudh.campuslabs.com/planning/

额外的资源

其他资源

Suggested Sequence for Assessment of High-Impact Practices

1. 建立学习成果

  • Learning outcomes are the knowledge, skills, or values you expect your students to achieve 
  • You can use your existing course-level learning outcomes, 你的项目的学习成果, or write new learning outcomes specific to your HIP

2. 选择评估措施

  • Choose direct or indirect measures “Embedded” assessments that serve double-duty as assessments and graded work might be the most efficient

3. 数据收集

  • 如果可能的话, collect baseline data from a comparison or control course or section (perhaps a different section of the same course)
  • Gather information about the background of your students (e.g., prior knowledge and GPA) Collect data from the HIP course and analyze it

4. 框架的两种模型

  • 评估I-E-O模型（Astin）
    • I = inputs (for example, students’ prior level of understanding)
    • E =环境(i.e.你的髋关节干预)
    • O = outputs (for example, achievement of learning outcomes
  • The main question is: Did the HIP intervention facilitate the achievement of learning outcomes given the students’ backgrounds?

  • PAR stands for Predictive Analytics Reporting

  • Know your students’ locations in the Academic Cycle (e.g., know about grade levels, # of units completed, major courses completed)

  • Gather information about “predictors” of success, including learner characteristics (e.g.（如GPA），学习者行为(如.g., attendance), instructor behaviors, the HIP intervention, and others

  • The main question is: How did the HIP intervention contribute to the progression of the student in the Academic Cycle, 考虑到各种预测因素?

5. Submit Outcome Data To Program Heads In Fall

  • Program assessment reports are due to the University every fall.
  • It will be helpful to your 程序 head to have access to your data and to your conclusions.
  • Link your HIP learning outcomes to 程序 learning outcomes

得到帮助

If you have any questions or need additional assistance, please contact the Interim Director/Chair of Assessment, Dr. 孙睿 rsun@cesametal.net .