Description
Book SynopsisDemands for quality at all levels of education are higher than they have ever been. Making clear what students must learn is being stressed by Federal and State governments and by professional and national accreditation organizations. This book is designed to help faculty and institutions of higher education meet these demands by obtaining, managing, using, and reporting valid outcome attainment measures at the course level; and mapping outcome attainment from the course level to departmental, degree program, and institutional levels, and beyond. It demonstrates how to communicate clearly what students are supposed to know and be able to do; write assessments that measure the expectations; and produce test scores that are valid for their intended use and interpretation, so that valid inferences can be made about students and programs. It is a “how-to” manual that is rich with guidelines, model forms, and examples that will lead the reader through the steps to “connect the dots” from outcomes assessment to outcomes-based reporting.This new edition incorporates several enhancements including additional examples, tables, and figures that help clarify and expand the three-level outcomes and assessment model. A new Chapter 9 introduces a census approach to obtaining outcome attainment measures at the program and institutional levels and shows how to link outcome values to outcome statements from outside sources such as national and professional organizations. Chapter 9 concludes with a discussion on obtaining and using outcome attainment values at the student level with the aid of modern technologies.
Trade ReviewREVIEWS OF THE FIRST EDITION
"For individual professors, as well as departments or faculties as a whole, this book is an invaluable guide for course and curricular development."
Ellen S. Pryor, Professor and Associate Dean, UNT Dallas College of Law
“I’ve yet to find a faculty member that did not rave about the value of the question templates when devising test items to monitor the achievement of learning outcomes in their courses.”
Bob Smallwood, Assistant to the Provost for Assessment, University of Alabama
“I reviewed several books and found yours to fit our needs best. It is well written, relatively short, gets to the point, and after piloting the use with a group of faculty, well received.”
Paul Force-Emery Mackie, Professor, Minnesota State University, Mankato
Table of ContentsPrefaceAcknowledgments Introduction 1)Developing Student Learning Outcomes 2)Templates for Writing Test Questions 3)Developing an Overall Assessment Plan and Test Blueprint 4)Writing Multiple-Choice Test Items 5)Writing Constructed-Response Items 6)Writing and Using Scoring Rubics 7)Measuring Critical Thinking with Multiple-Choice Items 8)Reporting Results With the Three-Level Model 9)Applying the Three Level Model at the Institutional Level and Beyond References Index
