4 assessment methods and tools
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Transcript of 4 assessment methods and tools
Assessment Methods and Tools
Laura SandersNCLCA Institute 2016
Qualitative or Indirect Methods
Quantitative or Direct Methods
Formative and Summative Assessment
Assessment Methods
Provide the student perception of the
learning experience Are often based on student opinion Can vary widely between students Are useful to determine reasons for
student learning outcomes that are not met or areas
of excellence
Qualitative/Indirect Methods
A description of one person’s experiences. Requires a significant time commitment Extremely valuable in an overall evaluation. Not a strong enough assessment tool by
itself.
Case Studies
Collection of question and answer sessions with
one individual at a time. Significant time commitment to collect and
organize all the data More depth than a single case study Can be difficult to maintain consistency
throughout the interviews.
Interviews
Interviews done in a group Can focus in on a few specific topics Opportunity to gather more than one
perspective. Allows more flexibility for open conversations
emerging from standard questions.
Focus Groups
At least two groups of students that currently
use services. A group of students that do not use services. A group of faculty. A group of staff and tutors. A group of alumni when possible.
Recommendations for Focus Groups
Keep it short but allow comments Timing is very important Pre and post surveys are most effective Acknowledge source if using a created survey You gain more information when you know who
took the survey Don’t overuse
Surveys
Provide direct observation of student
skills on student learning outcomes. Produce the most accurate evaluation
of student performance Require more effort and careful
planning
Quantitative/Direct Methods
Independent learning characteristics
exhibited by students Coaching Session Observations Tutor Evaluations
Observations
Who came to your center?
(unique user demographics) Why did they come? (visit reason) What subject were they studying? How long did the stay? What services did they use? Did they come back?
Usage Data
In the class, semester, next semester, next
year, graduation Need to be tied to the time period and level
of use Use to compare retention rates of frequent
users to non-users Consider incoming characteristics
Retention
Incoming measures need to be considered for a
comparison group Assignment or test grades are ideal to measure
tutoring impact Course grades should only be considered for
consistent users Overall semester GPA could be used in assessing
academic coaching or study strategy programs
Academic Performance
The goal of formative
assessment is to monitor student learning to provide ongoing
feedback that can be used by instructors to improve their teaching and by students to
improve their learning.
Formative Assessment
More specifically, formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help tutors recognize where students are struggling and address problems immediately
Formative Assessment
The goal of summative assessment is to evaluate student learning at the end of a program or service by comparing it against some standard or benchmark.
Summative Assessment
Information from summative assessments can be used formatively when used to guide programs and services in subsequent semesters.
Summative Assessment
Brainstorming Session
Assessment Tool Selection