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Assessment of Knowledge Quiz
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Assessment must include which of the following aspects in order to be meaningful?
The assessment must focus on an outcome that genuinely reflects what faculty expect students to know and/or be able to do.
Faculty evaluating the work must use a common set of criteria or a common rubric.
The results of the assessment activity must be reviewed and discussed by the faculty.
All of the above
What is one key difference between direct and indirect assessment measures?
Direct measures must include comments from the person writing the report.
An indirect measure requires the assessment to focus on assignments done by the student themselves.
A direct measure evaluates a student's work while an indirect measure often surveys students or faculty about what they think are strengths and weaknesses.
None of the above.
Every time you revise your department SOAP, the Director of Assessment would appreciate your doing which of the following?
Immediately deleting all previous versions of the SOAP from your computer.
Sending the new version to the Director of Assessment so it can be posted on the OIE website.
E-mailing it to three faculty in other departments and asking them to review it.
Immediately posting it on your department webpage.
Which of the following is an example of a direct measure?
Surveying employers about what qualities they want in their employees.
Training faculty to evaluate assignments using common criteria.
Evaluating a presentation given by a student during class.
What is the primary difference between conducting course assessment and program assessment?
Course assessments focus on student learning outcomes that do NOT just apply to a specific course.
Course assessments are often reviewed by the entire department whereas assignments that measure program assessments are usually reviewed by only one faculty member.
Course assessments measure SLO's for a specific course whereas program assessment uses measures that can assess specific program level SLO's.
Program level assessments never use assignments from courses as measures.
What is one of the most important items to consider when deciding what assignment to use for assessment?
Making sure the assignment is really able to evaluate proficiency for the designated Student Learning Outcome it is measuring.
How many courses in the department/program use the assignment.
Whether or not the assignment is already evaluated using a rubric that has no fewer than four criteria.
All of the above.
"Closing the loop" refers to which aspect of the assessment process?
Periodically reviewing and making revisions to the Department/Program SOAP.
Carefully analyzing the results of assessment activities and using the data to make informed decisions about the Program and when appropriate to make changes related to improving student learning.
Developing a SOAP using the required Fresno State template.
Collecting and evaluating assignments.
Although there are slightly different definitions for authentic assessment, the most important element for this type of assessment is what?
The completion of a real-world task or the application of knowledge to solve a real-world problem.
A co-curricular aspect.
The reliance on course embedded activities.
Students must use cutting edge technology to solve the problem.
How do you know how many pieces of student work are necessary to make an assessment activity valid?
A statistically valid sample requires a minimum of 15 samples.
The sample should be representative of the students in your course or program (i.e. there should be a range of student ability included.
The sample size should increase in proportion to the total number of students in the program.
All the above.
If your department wanted to measure critical thinking which of the following assignments aligns with, and thus could adequately measure, this outcome?
Content multiple choice test.
An essay in which students compare and analyze two societal and political institutions.
A quiz that asks students to identify the artist and title of specific works of art.
An exam that requires students to solve multiplication problems.
What is the key difference between holistic rubrics and analytic rubrics?
Holistic rubrics focus on only one aspect of the assignment being evaluated.
Analytical rubrics must have 3 or more criteria to be valid whereas holistic rubrics have just one criteria.
Holistic rubrics ask reviewers to evaluate multiple aspects of a student assignment and give one overall score for the assignment whereas analytic rubrics ask reviewers to evaluate and score specific aspects of the assignment separately.
Holistic rubrics should only be used to assess graduate level work and are not appropriate for evaluating undergraduate assignments.
If you are introducing a new assignment designed to improve student learning of a specific program learning outcome and would like to carry out a study to determine if it is effective but have some questions what are your options?
You can e-mail and/or meet with Dr. Melissa Jordine.
You can access the Glossary and Resources page within the Assessment of Learning section of the OIE website.
You can work with OIE data analysts to carry out a short or long-term study.
All of the above.
If you are developing a rubric to evaluate student work and would like to review examples of rubrics what should you do?
You should access the Rubric Library on the Assessment of Learning section of the OIE website.
You should search academic databases for rubrics.
You should only review rubrics that are completely different from the one you want to create.
All of the above.
If your department/program has an example of a meaningful assessment activity that provided valuable information about student learning:
You should NOT include the description of this outstanding activity in your major assessment report.
You should discuss and share your assessment activities with colleagues at Fresno State and contact Dr. Melissa Jordine to discuss sharing your example on the Assessment of Learning Website.
You should avoid highlighting your activities.
You should NOT use this information to plan and carry out further successful assessment activities.
Who reviews assessment reports and activities at Fresno State?
The Associate Dean and/or Dean of each College and the Vice-Provost.
The Director of Assessment and the Learning Assessment Team consisting primarily of College Assessment Coordinators.
The ad hoc G.E. assessment committee and G.E. Committee.
All of the above.
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