Implementing an Outcomes-Based Assessment Process in a Major Metropolitan Community College District

To propose recommendations for implementing an outcomes-based assessment program review in a California community college district, a grounded theory analysis was performed within the district. The findings generated were cross-referenced with findings from a multi-institutional case study analysis. A key finding from the cross-reference was the need for the leadership to clarify, across all levels of the organization, who the audience is for the data generated from the program review process; the indicators that each audience requires; and how that audience intends to use results generated from the process. These clarifications need to be accomplished prior to designing the outcomes-based assessment process.     

基于社会文化理论的商务英语教学动态评估

教学评估是促进学生学习并检验教学质量的必要过程环节。以维果茨基的社会文化理论为主要理论基础的动态评估兼重学习过程监控和学习效果考评,将其纳入我国商务英语教学评估体系的教学设计及其实施效果表明,将动态评估与传统静态考试评估相结合,有利于实现优势互补,促进商务英语学习者知识、能力和素养的全面发展。     

Recommendations for Implementing an Effective,Efficient, and Enduring Outcomes-Based Assessment Program

To propose recommendations to implement outcomes-based assessment program review in a California Community College District, a grounded theory analysis was performed within the district. The findings generated were cross-referenced with findings from a multi-institutional case study analysis. A key finding from the cross-reference was the need for the leadership to clarify across all levels of the organization who the audience is for the data generated from the program review process; to clarify the indicators that each audience requires; and to clarify how that audience intends to use results generated from the process prior to designing the outcomes-based assessment process.     

Approaching assessment from a learning perspective: Elevating assessment beyond technique

Assessment is a key process in assuring quality education but how is it linked to the scholarship of teaching and learning (SoTL)? How can we join teaching and learning to the assessment process rather than view it as a stand-alone component in course and/or program development? This paper explores the relationship between assessment and the SoTL in an effort to identify a systems approach to program management practices. The goal is not to dismiss the value of mechanics and tools in assessment but to highlight the value of building an assessment process that brings together the respective components of assessment with the scholarship that constitutes teaching and learning and an understanding of assessment as learning. Incorporating the use of curriculum maps and Fink’s taxonomy of significant learning advances a framework-driven practice that supports assurance of learning.     

美国教师培养项目增值评价探析 ——以路易斯安那州为例

世纪之交以来,美国教师培养面临内部质量提升和外部质量问责的双重压力.在此背景下,伴随数据系统和分析方法的发展以及教师增值评价的推广,教师培养项目的增值评价应运而生.教师培养项目增值评价基于教师培养项目→教师教学质量→学生学业成绩的因果逻辑,通过统计计量模型来评估教师培养项目对学生成绩的贡献度.其中项目效能的证据选择、效能测量以及效能增值结果的意义阐释构成教师培养项目增值评价的关键内容.教师培养项目增值评价虽然在一定程度上响应了公众对于强化教师教育绩效责任的呼声,但依然存在着信效度和适用范围等问题.     

Measuring the value of succession planning and management: A qualitative study of multinational companies

This article proposes a model for planning and operating an effective succession planning and management (SP&M) program and measuring its value. The nature of the research is exploratory, following a qualitative approach using in‐depth interviews. Representatives of multinational companies interviewed for this study revealed that succession planning was considered a key corporate strategy to achieve various objectives. Although the level of sophistication of succession planning varies, implementation of a succession planning program follows four phases: initiation, assessment, development, and evaluation. SP&M programs were measured in process or based on outcomes. The study suggests possibilities for several models and approaches, including applying a balanced scorecard approach to evaluating succession planning.     

Individuelle und studienbezogene Einflussfaktoren auf die Zufriedenheit von Bachelorstudierenden

Which factors influence the satisfaction level of Bachelor students? Hypotheses on the influence of study-related factors on student satisfaction will be drawn from previous findings and a theoretical model. These will be tested on the basis of a survey of Bachelor students at the Free University Berlin (n?=?2591) using multi-level analysis. On the first level (students), individual characteristics (e.g. subject interest) and subjective assessment of study process (e.g. quality of teaching and supervision) will be investigated. On the second level (study program), the influence of structural program characteristics will be tested: configuration and structure (subjective assessment) and average class size (objective variable). This procedure makes it possible to assess and compare the relative influence of the predictors. The results show that the variables which are directly related to the learning process (quality of teaching, study atmosphere, individual motivation for learning and acquired subject knowledge) display the strongest link to student satisfaction levels. In relation to study program, the configuration of the study program also has a highly significant effect on student satisfaction, whilst average class size is only relevant, if the subjective assessment of study process characteristics (quality of teaching and supervision and study atmosphere) are not used as predictors. The findings are used in the final section to provide starting points for an improvement in student satisfaction levels.     

A statewide writing assessment model: Student proficiency and future implications

This paper is an examination of statewide district writing achievement gain data from the Nebraska Statewide Writing Assessment system and implications for statewide assessment writing models. The writing assessment program is used to gain compliance with the United States No Child Left Behind Law (NCLB), a federal effort to influence school district assessment and accountability. While the research literature is mixed with some viewing statewide writing assessment as narrowing writing curriculum and “standardizing” writing, others point out that it facilitates sharing between teachers to improve writing and teachers are empowered by their participation in the process.Nebraska's Statewide Writing Assessment, based on the six-trait model, has strong support from teachers regarding their perception of the assessment in supporting teaching practices and student success. Examination of achievement gain data revealed gains in 4th, 8th, and 11th grades in the average number of students rated proficient from one administration of the assessment to the next.Implications for educational practice, recommendations for future research, and relevant related issues (NCLB concerns and measurement issues) are discussed.     

A Systems Approach for Implementing an Affective Education Program

This article describes a model for implementing an affective education program which was developed using systems analysis techniques. The following seven independent and interdependent functions are identified and described: obtain community involvement, conduct needs assessment, specify program goals, select program materials, prepare for program installation, implement affective education program, and evaluate affective education program. The use of experts and an affective education advisory board is recommended to facilitate program implementation. In addition, assessment techniques and a team approach for remediation are described.     

Evaluating the use of computers in science assessment: Considerations and recommendations

The use of computers in science assessment is viewed through the eyes of the program evaluator by examining six considerations: (1) purpose of computer use in assessment, (2) value of program evaluation models, (3) possible harmful side effects of assessment, (4) nature of imbedded questions, (5) definition of treatment, and (6) computers and the classroom context. Following a discussion of the considerations, four recommendations are offered in regard to continuing to study the use of computers for assessment (examples provided), utilizing the ideas contained in program evaluation models, capitalizing on several interesting, novel possibilities for evaluation design, and combining qualitative and quantitative techniques (mixed methodologies) into the evaluation procedures.     

城市交通环境质量的模糊综合评估

运用模糊数学方法 ,评估城市交通环境质量 .建立评价系统 ,确定评价标准 ,构造隶属函数 ,进行程序设计与实例分析 ,评估结果与实际情况相一致 ,运用模糊理论方法评估城市交通环境质量是一种有效的方法 .     

Closing the Gaps and Filling the STEM Pipeline: A Multidisciplinary Approach

There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors. Females and minorities remain underrepresented in STEM. The success rate of college students who are from low-income background or first-generation students is much lower than that of students who do not face such challenges. Some of those who successfully complete their degree need help in making the transition to the workforce after graduation. A program at Lamar University takes a multidisciplinary approach to addressing these problems. It is designed to recruit, retain and transition undergraduates to careers in STEM, focusing its efforts on five science disciplines and on these “at-risk” students. The program was supported by a 5-year grant from the National Science Foundation and is supported through August 31, 2016 by Lamar University and a grant from ExxonMobil. A formal assessment plan documents the program’s success. The program received an award from the Texas Higher Education Board for its contributions towards Closing the Gaps in Higher Education in Texas. This paper describes the program’s theoretical framework, research questions, methods, evaluation plan, and instruments. It presents an analysis of the results achieved using these methods and implications for improvements to the program resulting from lessons learned.     

Limitations of Analysis of Covariance on Intact Group Quasi-Experimental Designs

Multiple regression models are used to demonstrate that every organismic variable is to some extent a proxy for every pertinent missing organismic variable. For analysis of covariance, clear assessment of treatment effects is possible only when the treatment vector(s) is(are) kept orthogonal to all organismic variables by random assignment of subjects. The “adjusted treatment effects” of covariance analysis on quasi-experimental designs include effects resulting from differences in the adjusted means of the treatment groups on pertinent organismic variables-both those used as covariates and others that are missing from the analysis. Only if the adjusted treatment means, do not differ in any of the organismic variables that are pertinent for predicting the criterion would the assessment of treatment effects be proper.     

Using Continuous Improvement to Enhance an Online Course

Assessment is becoming important from many different perspectives. Universities are planning, developing, and testing various assessment models to satisfy stakeholders. Many accrediting agencies are also requiring assessment plans and their implementation from universities for reaccreditation. This article describes how assessment was used to continuously improve a database course in a Web MBA program, and combines Deming's Plan‐Do‐Check‐Act (PDCA) cycle with Bloom's taxonomy to develop rubrics for problem solving learning objectives in an online course. Results from direct and indirect measurements are used to improve the course. Specifically, two semester results are compared for course assessment. Results show some improvement; however, the course requires continuous improvement to meet benchmarks. The model presented here is generic in nature and should be useful for all educators who plan to initiate or continue the assessment and continuous improvement process. Instead of reinventing the wheel, educators can learn from our experiences and use the results as a starting point for their own assessment programs.     

美国高校学生事务评估初探

评估是当前美国高等教育界学生事务领域热门的话题。一般认为,评估指收集、分析、说明有关描述学校、院系、部门或机构效率的资料的各种努力。目前主要的学生事务评估模型有厄普克罗夫特和舒恩提出的全面学生事务评估模型、巴勒姆和斯科特提出的新全面评估模型。1996年美国高等教育协会提出有关学生事务评估的九个原则得到广泛认同。目前美国高校学生事务评估主要包含机构评估、人员评估和活动评估等三个方面。     

复杂体型钢筋混凝土高层建筑的推覆分析方法和应用

In this paper, push-over analysis for tall concrete structures was made and a corresponding computer program was given.Several kinds of elements in the program were considered to meet the demand of tall buildings with complex structural type. These elements included beam-column element for beams and columns, single slice wall element and three vertical line element for walls, and tube-wall element for tubes. Computational example for verifying the models indicates that the result obtained by this method is identical with a well-known test result and the program can be used to search for the full process of structural reaction, even the softening stage of the structure. With this push-over analysis method, an actual tall building with complex structural type was analyzed, and the result has been put into practice of the structural design of the building.     

Maximizing the Use of Pre‐existing Assessment Results for Improvement in Higher Education

Traditionally, assessment data have primarily been used to report program outcomes for accrediting bodies. Unfortunately these valuable data have been under‐utilized in curricular development and individual student enrichment. This paper will demonstrate how pre‐existing assessment tools and outcomes have been used to enhance the quality of a baccalaureate nursing program in an effort to improve student performance. With mandatory licensure being a primary force that energizes the expansion of continuous quality improvement, the Tennessee Technological University (TTU) School of Nursing developed an investigative study to determine predictors for the licensure exam success. As a result, data have been collected that has positively influenced the direction of the nursing program. These specific outcomes and the process by which they were achieved will be addressed in this paper. The TTU School of Nursing serves as an example of how utilizing pre‐existing assessment tools and results can enhance both student and curricular development.     

Needs Assessment: Perspectives from the Literature

Careful analysis of an organization's needs is the first step in developing programs for improving performance that are relevant to the organization and to the individuals who use the programs. The purpose of this article is to examine the perspectives of needs assessment that are described in the performance technology and human resource development literature. The first section of the article focuses on the terms used to describe the process of analyzing needs. The perspectives embodied in the definitions and conceptualizations of the terms need, needs assessment, needs analysis, front end analysis, and performance analysis are examined. The second section of the article focuses on various models of needs assessment. It presents different views about where the needs assessment process starts, where it ends, and what results are produced.     

PCAP数学素养评估框架及启示

泛加拿大评估计划(简称PCAP)是加拿大联邦层面的大型学生学业成就评价项目,每三年评估一次.其中,PCAP数学素养评估项目框架清晰,标准明确,强调了数学学习过程在数学测评中的重要性 、重视实际问题情境中解决问题的能力评估以及提升对学生高认知水平的关注与评估,这些特点为我国数学素养的评估提供了有益的借鉴.