1. Assessment Means

2. Learning Outcome Participates will create assessment processes that demonstrate student learning outcomes are being met.

3. Formative vs. Summative Assessment Formative= Monitoring Student Learning --Helps students identify their strengths and weaknesses and target areas that need work --Helps faculty members to recognize where students are struggling and address problems immediately Summative= Evaluate Student Learning --Provides data that is used to measure if students have met the set standard. --IE reports are primarily concerned with summative assessment

4. Direct and Indirect Measures Direct Measures: Tangible, visible, compelling evidence of exactly what students have and have not learned Capstone Experiences, Exams, Pre-/Post-Scores Indirect Measures: Proxy signs that students are learning Course Grades, Graduation Rates, Alumni/Student Surveys All outcomes should have a direct measure.

5. Setting Standards of Success: Rubrics Advantages of Rubrics Describes the criteria that will be used to evaluate student assessment practices Allows for flexibility in assessment tools across class assignments Clarifies vague, fuzzy goals Help students understand your expectations and to self-improve Inspire better student performance Makes scoring easier and faster Improve feedback to students and faculty

6. Data Collection Process Clarity concerning data collection process makes assessment easier and more meaningful When will data for assessment be collected? How will data be collected? Who is responsible for the collection of data? If a sample of students is used, provide a justification for why the sample is a good representation of the entire program?

7. Target Level of Performance Desire result specified and justified as to the validity of the set target level of performance. Often adjusts through cycles of assessment When using rubrics for assessment target-level is for specific criteria.

8. Deciding on Assignments using: Foundation of Assessment Hope-Filled: Formative Assessment provides insight into the growth of students as they move to the unrealized reality of the Kingdom. Shalom-Focused: How do the assessment practices move students, faculty, LETU, and the community toward wholeness/completeness as understood within the Kingdom of God? Love-infused: How do your assessment tools demonstrate love for your students, faculty, and God?

9. Sample Learning Assignments Practicums and Student Teaching with supervisor evaluation Senior Design Projects Service Projects Develop training manuals Poster Presentations Experiment and other laboratory experience

10. Group Discussion Pick one of your outcomes What is your Assessment Tool? Why is it appropriate? Rubric Criteria? What is the data collection process? When will data for assessment be collected? How will data be collected? Who is responsible for the collection of data? If a sample of students is used, provide a justification for why the sample is a good representation of the entire program? What is your Target Level of Performance? Could you redesign the assignment to move students, campus, or community closer to Shalom?

11. For Next Time: Two Weeks. Begin looking at your outcomes, mapping how the program curriculum leads to the desired outcomes. What Formative Assessments lead to Summative Assessment?