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Washington State University Assessment of Teaching and Learning

WSU-wide Summary of 2018 Undergraduate Degree Program Assessment Reports Available

In October, ATL presented Vice Provost for Undergraduate Education Mary Wack and the Provost’s Accreditation, Assessment, and Academic Program Review Committee with the 2018 WSU-wide Summary of Undergraduate Degree Program Assessment Reports from all WSU undergraduate degrees.

WSU’s undergraduate degree programs report annually on their system of assessing student learning, a practice begun in 2009. Program-level assessment looks at student learning in a degree or program of study — focusing on the key skills and knowledge students should develop, as well as their experiences in the curriculum. Assessment helps faculty collaboratively develop, maintain and improve an effective curriculum that promotes student learning.  » More …

May 2018 Assignment Design Workshop Registration

The Office of Assessment of Teaching and Learning (ATL) is pleased to offer an assignment design workshop this May, “Clearer Assignments Promote Better Student Work,” designed to assist instructors in designing and refining assignments to more effectively foster and assess student learning, while increasing possibilities for student success. A well-designed and transparent assignment can promote student learning by clarifying the purpose of the assignment for students, by decoding the tasks required to complete the assignment successfully, and specifying criteria for evaluation. » More …

Team-based Online Focus Group Activity Collects Student Input on Capstone Project (Agricultural and Food Systems)

Focus groups provide a way to get feedback about student experiences, perceptions, and motivations, and can provide insight into the ways a curriculum can be most effectively designed to support student learning.

In Spring 2017, ATL worked with Dr. Desmond Layne, Director of Agricultural and Food Systems (AFS), to pilot a new focus group activity designed to elicit feedback on capstone students’ project team interactions with their industry partners. While traditional focus groups typically involve a facilitated whole group discussion, ATL’s pilot activity used a live online discussion board where teams leveraged their experience in group decision-making to respond to questions.  » More …

Using the Paired Question Technique to Assess Student Learning in General Chemistry (Chemistry)

Assessment data serve multiple functions in the assessment process. These data provide insight into student performance in order to offer evidence about student learning in the curriculum, provide information about program strengths and weaknesses, and guide decision-making. A robust data set provides a rich base for analysis, faculty discussion, and evidence-based decision making. In this way, assessment results inform continual reflection and discussion to ensure effective teaching and learning.  » More …

Inaugural Celebration of Assessment Excellence at WSU

Provost Dan Bernardo.The Office of Assessment of Teaching and Learning (ATL), along with Provost Daniel J. Bernardo and Vice Provosts Erica W. Austin and Mary F. Wack, are delighted to recognize undergraduate programs, departments and schools where program-level assessment is well-established, thanks in large part to the efforts of faculty assessment coordinators, chairs and directors. In November 2017, ATL and the WSU Vice Provost for Undergraduate Education hosted a Celebration of Assessment Excellence, honoring sixteen undergraduate programs on the Pullman Campus with exemplary assessment practices.  » More …

WSU-wide Summary of 2017 Undergraduate Degree Program Assessment Reports Available

In October, ATL presented Provost Dan Bernardo, Vice Provost for Academic Affairs Erica Austin, Vice Provost for Undergraduate Education Mary Wack, and the Accreditation, Assessment, and Academic Program Review Committee with the 2017 WSU-wide Summary of Undergraduate Degree Program Assessment Reports from all WSU undergraduate degrees.  » More …

Communicating Assessment Results with Faculty (Psychology)

In successful assessment cycles, degree programs collect and interpret evidence to inform decision-making to improve student learning. Faculty and instructors play critical roles in evaluating student work and then interpreting and discussing results, so that program-level assessment can contribute to decisions about curriculum, instruction, professional development, and assessment processes.  » More …

Using a Rubric to Assess Student Learning at the Senior-Level (Sociology)

An effective system of assessing student achievement includes measures at the senior level, near graduation, providing information about what students are able to achieve at the end of the program. For many programs, senior-level direct measures connect with a capstone course, as these culminating experiences can provide valuable holistic information about students’ learning before they graduate.  » More …

Assessment of Undergraduates’ Experiences with High-Impact Practices (English)

Due to their positive associations with student learning and retention, certain undergraduate opportunities (such as first-year experiences, learning communities, undergraduate research and culminating experiments) are designated “high-impact.” High-impact practices often share several traits; for example, they demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, and provide frequent and substantive feedback.  » More …

Using Direct and Indirect Measures to Assess Student Learning (Middle Level Math Endorsement)

In effective program assessment, programs and faculty systematically collect information about student learning, discuss results, and use that information to guide decisions that affect teaching and learning in the curriculum and the student experience in the program. Assessment allows programs to examine key areas including curriculum design, instructional effectiveness, and student experience.  » More …

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