Assessment Plan Implementation in University 101

Autor/inn/en	McCullough, Christopher A.; Jones, Elizabeth A.; Cendana, Patricia
Titel	Assessment Plan Implementation in University 101
Quelle	In: Assessment Update, 19 (2007) 4, S.3-5 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
DOI	10.1002/au.194
Schlagwörter	Program Effectiveness; Data Analysis; Methods; Student Personnel Services; Higher Education; Outcomes of Education; Pilot Projects; Academic Achievement; Data Collection; Formative Evaluation; Summative Evaluation; West Virginia + Suchen Sie Ihr Suchwort? Auswertung; Method; Methode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Pilot project; Modellversuch; Pilotprojekt; Schulleistung; Data capture; Datensammlung
Abstract	During the 2006 Spring semester, student affairs administrators at West Virginia University called on all student affairs units to develop assessment plans that focused on student learning. Student affairs units were required to begin their assessment plans by selecting at least one learning outcome to measure. The Assessment Council, ten volunteers representing various student affairs units, was established in order to help unit leaders develop their plans. The council also evaluated assessment plans once they were implemented, providing feedback and noting strengths and limitations. The Assessment Council required each unit to articulate an assessment plan that consisted of a mission statement, a goal statement (linked with the learning goals of the student affairs division), learning outcomes, learning experiences, assessment methods, implementation information, analysis of assessment data, a report on major results, and discussion of decisions and recommendations based on the results. The University 101 course leaders accepted this charge by developing an assessment plan predicated on best practices. This required course meets once per week for one hour throughout the semester and receives one credit. The assessment plan was implemented across all twelve sections, each with a typical enrollment of twelve to twenty students. The purpose of this article is to highlight the results from a pilot study of first-year experience (FYE) students. Previous practices are noted, followed by an overview of the actual learning outcomes and assessment methods used. The article concludes with a summary of successes, challenges, and recommendations that resulted from the pilot study. (ERIC).
Anmerkungen	Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10