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Documenting
Assessment
Frequently Asked Questions
What
tools can help me document my assessment process?
I'm
still not sure how to present direct assessment results in a meaningful
and understandable format. Is
there a guideline or template for formatting?
- There
are several various reporting methods and means to inform and
influence decisions makers. The one common thread through all
of those methods is that for most decision makers, it is valuable
if you can organize the reporting of the data around the issue
for which you need a decision.
I
am still struggling with writing objectives and goals. Will more practice
help?
- Yes.
And remember that basically, goals are broad general statements
of what you want the program or students to be able to do or know.
Outcomes are the measurable, observable end result statements
of what those goals look like. For example, compare the goal,
"Student Conduct Board Members will value critical thinking"
with the outcome, "Student Conduct Board members will demonstrate
critical thinking skills by articulating a deeper level (as measured
by a rubric based on Facione's and Facione's research) of discussion
and reflection when considering student misconduct cases".
The goal is a general, broad, non-measurable statement of what
you want student conduct board members to do. The outcome is expressing
the goal in a specific measurable manner. The outcome is answering
the question, "how do I know when students will be exhibiting
critical thinking?"
How
can assessment be incorporated into an annual report?
- The
purpose of our annual reports in Undergraduate Affairs at NC State
is to highlight our accomplishments for the past year and address
resource issues and program concerns for the next year. Thus,
we do incorporate assessment results and decisions made and recommendations
proposed into our reports. I don't know how to illustrate what
I have accomplished without using assessment results.
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