Tools and Resources

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This book is a collection of studies from a variety of institutions with undergraduate research programs. The book focuses on key successful elements of each program, and draws conclusions on the impact of these programs on students. Useful for educators and administrators interested in creating and evaluating undergraduate research programs.

This is a matrix that can be used to align course assignments with program goals for faculty working on program assessment.

This is curriculum matrix was completed by the faculty in the Elementary and Kindergarten Education program at Penn State Berks. It is used to determine which program goals/objectives are addressed in the various courses included in the program. A curriculum map is an important step in the process of learning outcomes assessment (program assessment).

This worksheet was developed for faculty involved in program assessment. The document will help program faculty link program learning objectives with appropriate assignments that can be used as evidence that students have achieved those objectives.

This template can be used to develop a curriculum map, or matrix, which allows faculty to see which courses address each program level learning objective. Developing a curriculum map is an important step in the learning outcomes assessment (i.e. program assessment) process.

Adobe Connect of the Learning Outcomes Assessment program from January 30, 2012. Includes descriptions of assessment plans in psychology, biology and Germanic and Slavic Languages and Literatures.

Focuses on program assessment and the role that grades do (or do not) play in providing evidence that program goals are being met.

Example of a curriculum matrix or map that is for a business program at Penn State Berks. Development of curriculum maps are important parts of the learning outcomes assessment process.

This is an example of a survey administered to graduating seniors. It is used by the Penn State Berks elementary education program for learning outcomes assessment (program assessment) purposes.

This survey is used by the Penn State Berks teacher education program to assess student teachers for learning outcomes assessment (program assessment) purposes.

This document includes example program-level learning objectives for internships. It was created by faculty at Penn State Berks.

A one page worksheet that to list program goals and then identify existing evidence for obtaining goals.

List the program outcomes that are addressed in a course and identify the specific student work in the course that can be used to document evidence of achievement for each relevant outcome.

This document is an example of a survey that can be used to determine graduating students' perceptions of the knowledge and skills they have developed during their program. This tool can be used for learning outcomes assessment (aka program assessment).

This document is an example of a curriculum matrix, used for learning outcomes assessment (aka program assessment), in which general education program objectives are matched with the courses that address them.

This PowerPoint slide shows an example of evidence resulting from the learning outcomes assessment process at the course level (accounting in this example). It shows the extent to which students achieved the learning objectives of the course. This information can also be used to assess course learning objectives or course learning outcomes at the program level.

This document provides an example of how an accounting program collected, displayed and used evidence of student learning to make decisions that would lead to improved student learning in the program. This exemplifies an important step in learning outcomes assessment process.

An online tutorial designed to help program faculty learn how to assess programs so that student learning can be improved.

This document describes each step in the program assessment or learning outcomes assessment process beginning with developing goals and ending with developing a plan for ongoing assessment. Included are instructions for how to develop learning goals and learning objectives as well as how to check for alignment between courses and learning objectives. Additional steps include choosing evidence to assess learning objectives and interpreting the results of the assessment.

This survey is used at Penn State Berks to assess student teachers. It includes questions that are completed by the administrator who supervises the student teacher. It is used for program assessment purposes.

This document describes methods for developing surveys for collecting learning outcomes assessment (program assessment) evidence from graduating seniors, alumni and employers.

A handout to list courses and identify which ones have a particular goal(s).

IST's 2010 master assessment plan is a great model for similar programs trying to map their objectives, courses, and assessments.

This document provides examples of measures that are classified as direct or indirect evidence. It provides a list of appropriate direct or indirect measures of student learning which can be used in the process of program assessment.

Example goals (from the discipline of psychology) for program assessment

This document is an example of a survey that can be given to administrators of student teacher programs to determine the student's performance. This example is from Penn State Berks.

This document is an example of a survey used to gather assessment data from student teacher mentors about the student teacher's performance. This survey is useful for learning outcomes assessment (program assessment). This example comes from Penn State Berks.

This is an example of a survey that can be given to the principal of a school at which a student teacher has been assigned. The survey provides an assessment of the student's performance from the perspective of the school principal. It is a useful tool for learning outcomes assessment (program assessment).

A customizable observation tool used observations of teaching. The tool is a protocol that produces robust and nuanced depictions of classroom dynamics between teachers, students, and technologies. Based on research-based learning theories, the TDOP has been extensively field-tested and is being used by over 300 researchers, program evaluators, and professional developers to create detailed descriptions of what happens inside classrooms.

In higher education, peer review stands as the prime means for ensuring that scholarship is of the highest quality, and from it flows consequential assessments that shape careers, disciplines, and entire institutions. While peer review is well established as a means of evaluating research across the disciplines, it is less common in the assessment of teaching. Yet it is no less useful, since it can improve what Ernest Boyer has called the “scholarship of teaching and learning” by enhancing instructional and faculty development, by bolstering the integrity of personnel decisions, and by enabling more intentional and mutually supportive communities of scholar teachers. This guide is intended as an introduction to the basics of peer review, including its purposes, challenges, and common practices. The primary audience for this guide consists of departments, programs, or schools considering implementing peer review, although individual faculty, staff, and students are likely to find what follows interesting, as well.

Developed by Anne Wessely of St. Louis Community College, the Teaching Squares program is designed to improve teaching skills and build community through a structured, non-threatening process of classroom observation and shared reflection. The process involves the best aspect of peer evaluation – observation and discussion – while excluding judgment and evaluation. Participants in a Teaching Square learn about the best practices of other faculty in order to improve their own teaching.

This is a full guide for internship supervisors in the College of the Liberal Arts. It would serve as a great model for other programs seeking to develop a similar document.