1. GEF Assessment Pilot Basic Training
Teaching and Learning Commons
West Virginia University

2. GEF Program Assessment
We are looking at aggregate level performance in the GEF outcomes
Aggregated student performance trends and distributions per outcome
GEF Area to Outcome coverage data
GEF Area to Outcome performance data
We are NOT looking at individual courses, instructors, or students

3. Fundamental #1: Outcomes
Learning Outcomes
What specific things do we want our students to be able to do
These belong to your program, department, your course, and the GEF program as a whole
And are probably different at each level
The GEF program will use the four LEAP outcomes and sub-competencies as their outcomes
Task 1: Identify the LEAP outcome you will assess
If your course has already gone through the CIM course change process, use the LEAP in that process. If not, feel free to pick one at will.

4. Fundamental #2: Measures
Assessment Measures
What specific task (preferably one that exists as a part of your course already) will you use to demonstrate whether or not students achieve the outcome
The best measures are authentic to the course they come from
Task 2: Identify what assignment you will use as your measure
Things like essays, projects, and portfolios are typically better than tests

5. Fundamental #3: Metrics
Assessment Metrics
A scoring mechanism (that isn’t simple grading or SEIs)
Scaled Rubrics, checklist rubrics, grade-to-slo-conversions, holistic scoring guides, custom rubrics or scoring guides
The GEF program will be using the sixteen Value rubrics that were developed in tandem with the LEAP outcomes
LEAP outcome #1 doesn’t seem to have a rubric…
Task 3: Identify which Value rubric you will use to score the assignment

6. Why using the value rubrics is a must
Assessment metrics measure how close students are to ‘learning’ or ‘performing’ or ‘being competent’ in that objective/outcome relative to an ideal program standard
***The GEF pilot standard is where we would expect a student to perform upon graduating with a four-year degree***
Formative assessments should show students performing below the standard
Otherwise, why are they here? What do they have to learn?
The GEF program will provide university-wide formative assessment
Summative assessments should show students performing at or near the standard
Otherwise, what has your program taught them to do?

7. The Problem with Grades
Grades measure how well students perform on a task or in a course at an aggregate level specific to expectations for that course
Remember, we are measuring to a standard that is expected at four-year graduation
Grades can include other aspects that aren’t directly related to the objective
Attendance, Format, Partial Credit
Even when a grade doesn’t include those other areas of student performance, they still might not accurately assess student learning of a particular objective/outcome or at the level of the standard
Do ALL the graded items reflect a particular outcome?
Should graded assignments across a semester count equally towards demonstrating competency?

8. Practical implications of measuring to a standard
Grades in a course will not be reflected by assessment
It’s ok to have many students getting As and Bs and simultaneously getting 1s and 2s in the assessment scoring

9. What do I need to actually do
Score the assignment identified before with the rubric you chose
Use the resources here if needed:
Fill out this survey with your results:

10. Or, there’s door #2
Faculty copy the designated assignments and upload or physically send those assignments to ‘a scoring group’
The scoring group meets for a few hours to do that scoring and aggregate the data as they go
Less work for individual faculty, more work for a small group
More contact with student work and faculty assignments by others