Developing An Outcomes Based Assessment Plan For A Student Programming Board

Improved Assessment Literacy: Unlike the current education system that treats assessment more separated from teaching, the core teaching standards recognize that teachers need to have greater knowledge and skill on how to develop a number of assessments, how to balance use of formative and summative assessment as

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

Assessing is a crucial component of education that informs teachers on individual development and understanding (Booker, Bond, Sparrow

Assessment is an imperative part of the learning process. According to Stiggins and Chappuis (2012), “Assessment is, in part, the process of gathering evidence of student learning to inform instructional decisions. This process can be done well or poorly.” To learn more about assessment I sat down for a one on one interview with Jim Libretti. Coach Libretti is the head coach of the freshman football team at Paradise Valley High School. Also, he is a math teacher.

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

The purpose of this paper is to develop a statement of professional philosophy. First, I will introduce myself as a student affairs educator. Next, I will gather together my beliefs on student affairs, and provide a context for my professional practice. Lastly, I will explain how I will contribute to the profession. My aspiration to become a student affairs professional derives from the challenges I experienced as an Asian American, first generation, and low-socioeconomic status.

College, when it works most reliably, is a complex system of designed norms and nudges that make activities such as going to class, studying, writing papers, and interacting with peers a natural, almost automatic part of each day. Students spend most of their time on or near campus, where those around them have similar goals or are supporting them in their goals. Their diversions from classwork—whether

Colleges and universities recognize the importance of accountability. Institutional accountability reports to a multitude of stakeholders with varying expectancies from student’s expectation of a quality education, oversight agencies want assurances that schools comply with rules and regulations, while donors want proof of investment, and alumni need reassurance that the reputation of their school is progressing (Kearns, 1998). Reputable higher education institutions take their accountability and accreditation seriously, which requires adherence to rules and regulations set forth by external entities such as the Department of Education and a regional

Institutions of higher education have faced growing external demands from state and federal government, accrediting bodies, the public. For the past two decades, the focus on student learning and accountability has grown tremendously. Now, it is difficult to read the news without seeing a headline related to states holding institutions accountable for graduation and retention rates, national initiatives related to graduating more students, or an article looking at funding and affordability issues for students and institutions of higher education. Not only have institutions increased their focus on measuring student learning, now accrediting agencies are also doing so. The focus on accountability and student learning assessment in

There are also student comments sprinkled throughout the annual reports that signify students are gleaning knowledge, skills, or abilities (KSAs) from the program (Dr. E.B. Brown, personal communication, November 13, 2015;, G. Hart, Personal Communication, Survey Response, November 5, 2015; Virginia Commonwealth University ASPiRE, 2012; Virginia Commonwealth University ASPiRE, 2013; Virginia Commonwealth University ASPiRE, 2014). Moreover, VCU ASPiRE specified conducting pre and post tests to measure student’s knowledge, skills and abilities using the Civic Minded Graduate Prompt created by IUPUI to assess students’ KSAs when they first join the program and upon completion of it (Dr. E.B. Brown, personal communication, November 13,

Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4),

“5 Ways the Higher Ed Learning Assessment is Changing”, written by Bernard Bull, who serves as Associate Provost of Academics & Associate Professor of education at Concordia University, highlights five approaches to assessment which he calls a glimpse into the future.

Looking to the future of assessment is a quite interesting topic to learn about. Accountability seems to be at the core of every discussion that pertains to the future of assessment. Increased accountability in higher education is going to have become more accountable in order to meet the demands of the U.S Congress, state legislatures, local legislative bodies, and other funding agencies. In order to determine if the allocated funds are being used effectively as well as whether the program intact is producing the desired outcomes. Therefore, there is going to be greater use of data in decision-making rather than being based on opinion. Numbers are going to become even more important when advocating for program funds. A greater demand for transparency

When I entered my current position in Associated Student Body (ASO), I entered with a vision and ideas for the school’s structure and methodologies. Up till then, our student government was a “one man show”. In order to change that, I recruited 3 judicial courts members, whom I guided on a daily basis, re-defined responsibilities and tasks throughout, and spearheaded the formulation of a new research methodology. The new methodology gave our ASO an edge over other colleges and universities, and established the organization as a brand name for quality service and commitment.

Students are falling through the cracks, being left behind, and are not being educated properly; these are statements we hear every day about our educational system. Attempts have been made to reform and overhaul the educational crisis. However, few have been successful. High expectations are being placed on students to perform well on standardized tests so “no child is left behind” and schools are not labeled as “failures.” This strict discipline of teaching to the test is only harming the quality of education students are receiving. Informal assessment needs to become the primary focus of evaluation rather than formal assessment.