[17364] in Framemaker_Discussion
Assessing Through Indirect Measures - What Colleges Need to Know
daemon@ATHENA.MIT.EDU (Stephen Green)
Mon Apr 22 08:21:49 2024
From: "Stephen Green" <stephen.green@onlineaudio-educator.com>
To: <frame@mit.edu>
Date: Mon, 22 Apr 2024 06:21:43 -0600
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Assessing Through Indirect Measures - What Colleges Need to Know
Presented By: Kent Seaver
Date: Tuesday, May 07,2024
Time: 1:00 PM EDT
Duration: 60 Minutes
Event Type : Live Webinar
https://click.cloudssender.com/?qs=542f98c785f2cc353d7551d05348f2e789e3649343b61765e2106836d056ba5f2d9e11bdace4f5a73d2872bb0500c46e2ca68d123cbd4a07
Register now and get $30 off use code "CCD30".
Overview :
Assessment in higher education has been embedded in courses, programs, and student success for decades. Its importance can be seen in the tracking of student degree completion, the creation and revision of student learning outcomes, and the overall success of an academic program. At the program level, assessment has come to imply aggregating individual measures for the purpose of discovering group strengths and weaknesses that can guide improvement actions. Technology’s role in this process is vital and is evolving with the changing needs of students and society.
For many years, JSOM has used a standard template to capture assessment data related to program, course and student level outcomes. These measures can be either direct (measures of student learning such as embedded exam questions that show specific learning has taken place) or indirect, meaning that learning has taken place but does not specifically prove that learning or skill. Examples of this latter method include data gained through an exit survey or alumni questionnaire. This assessment template has allowed all our graduate and undergraduate programs to document their program and student outcomes, as well as track and make necessary changes to guide student learning. While the emphasis on this outcome tracking and measurement was historically on direct measures, recent changes in
accreditation standards and societal shifts has necessitated a change to document all ways our programs impact student learning.
Beginning this past academic year, all graduate and undergraduate programs in the Jindal School began using a modified electronic template for capturing assessment data that stresses not only societal impact strategies, but how those strategies capture diversity and equity initiatives as well as external examples of lifelong learning. The creation of this template modification was needed by JSOM to illustrate what we already knew but needed to document. That being: our graduate and undergraduate programs were already contributing to the creation of a stronger society both in and outside of the classroom, but needed a better technological method to document the data. This added template, modeled after the 2020 Standards set forth by the Association to Advance Collegiate Schools of Business
(AACSB), allows all programs to describe the specific activity or focus area used in or outside the classroom by entering data into specific columns. This leads to stronger curriculum mapping.
This template gauges specific areas of interest in each program, including outcomes related to societal impact, curriculum related outcomes to to a course and or a program outcome, scholarship (published works) aimed at promoting societal improvement, as well as outreach projects involving program and student organizations. The presentation will be a perfect format in which to analyze these initiatives, and that is directly tied to the sharing of effective practices and case examples. It will be necessary to share some cases as we all can benefit from viewing aspects of the program that can be duplicated at all levels of education for the benefit of lifelong learning.
Learning Objectives:-
Upon completion, participants will be able to:
-
Build effective relationships that emphasize academic and social growth
-
Acquire an understanding of curriculum's impact on external stakeholders
-
Replicate the process by becoming creating standards that can be duplicated.
Areas Covered:-
-
The Purpose of Using Indirect Measures
-
Course Delivery and Social Impact
-
Indirect Measures and Social Impact
-
Template In Action
Background:-
Once embedded only in classic instructional methods of the classroom, higher education assessment can now be found in co-curricular activities, alumni panels, and career based educational practices. These actions are both educational, and societal, in nature. The emphasis on societal impact and how curriculum (and graduates) positively impacts the needs of an ever-changing society have driven the University of Texas at Dallas’ Jindal School of Management (JSOM) to create a template to capture and measure what is being done at the program level to better the society it effects.
Why Should You Attend?
While assessment has ways been a strong factor in educational decision making within our school, diversity and equity initiatives, societal impact, and sustainability have led us to develop specific courses aimed at creating student understanding of the world’s needs. These needs have always been there, but now educational institutions are realizing and charting data related to those issues.
The process to be completely successful in meeting societal needs is a marathon and not a sprint, but the technological efforts of JSOM in capturing and analyzing this data is allowing the race to become one which can be won.
Who will Benefit?
-
Deans
-
Associate Deans
-
Assistant Deans
-
Directors
-
Coordinators of Accreditation and Assessment. Also Program Directors in change of reporting said data.For corporate discounts, reach out to +1 (866) 755-8624 or cs@onlineaudioeducator.com.
Have concerns related to emails? Raise Your Voice at complaints@onlineaudioeducator.com.
This email was sent by onlineaudioeducator .
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1430 Gadsden Hwy Ste 116-1026 Birmingham, AL 35235 United States
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<div class="preheader" style="font-size: 1px; display: none !important;">student learning outcomes</div>
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<table cellpadding="0" cellspacing="0" width="100%" role="presentation" style="min-width: 100%; " class="stylingblock-content-wrapper"><tr><td class="stylingblock-content-wrapper camarker-inner"><div style="text-align: center;">
<b>Assessing Through Indirect Measures - What Colleges Need to Know</b></div><p style="text-align: center;">
Presented By: Kent Seaver<br>
Date: Tuesday, May 07,2024<br>
<br>
Time: 1:00 PM EDT<br>
Duration: 60 Minutes<br>
Event Type : Live Webinar<br>
<br>
<b><a data-linkto="https://" href="https://click.cloudssender.com/?qs=542f98c785f2cc353e549038e62b982f5be70f22c3d42047b75e06f774c1d0fdd4eaae17cb5560c296992b2f5d9970fd9aec272ad5dc89c30ac63946ad670ba5" style="color:#0176d3;text-decoration:underline;" title="Register now ">Register now</a> </b>and get <b>$30</b> off use code <b>"CCD30".</b></p><br>
<strong>Overview :</strong><p>
Assessment in higher education has been embedded in courses, programs, and student success for decades. Its importance can be seen in the tracking of student degree completion, the creation and revision of student learning outcomes, and the overall success of an academic program. At the program level, assessment has come to imply aggregating individual measures for the purpose of discovering group strengths and weaknesses that can guide improvement actions. Technology’s role in this process is vital and is evolving with the changing needs of students and society.</p><p>
For many years, JSOM has used a standard template to capture assessment data related to program, course and student level outcomes. These measures can be either direct (measures of student learning such as embedded exam questions that show specific learning has taken place) or indirect, meaning that learning has taken place but does not specifically prove that learning or skill. Examples of this latter method include data gained through an exit survey or alumni questionnaire. This assessment template has allowed all our graduate and undergraduate programs to document their program and student outcomes, as well as track and make necessary changes to guide student learning. While the emphasis on this outcome tracking and measurement was historically on direct measures, recent changes
in accreditation standards and societal shifts has necessitated a change to document all ways our programs impact student learning.</p><p>
Beginning this past academic year, all graduate and undergraduate programs in the Jindal School began using a modified electronic template for capturing assessment data that stresses not only societal impact strategies, but how those strategies capture diversity and equity initiatives as well as external examples of lifelong learning. The creation of this template modification was needed by JSOM to illustrate what we already knew but needed to document. That being: our graduate and undergraduate programs were already contributing to the creation of a stronger society both in and outside of the classroom, but needed a better technological method to document the data. This added template, modeled after the 2020 Standards set forth by the Association to Advance Collegiate Schools of
Business (AACSB), allows all programs to describe the specific activity or focus area used in or outside the classroom by entering data into specific columns. This leads to stronger curriculum mapping.</p><p>
This template gauges specific areas of interest in each program, including outcomes related to societal impact, curriculum related outcomes to to a course and or a program outcome, scholarship (published works) aimed at promoting societal improvement, as well as outreach projects involving program and student organizations. The presentation will be a perfect format in which to analyze these initiatives, and that is directly tied to the sharing of effective practices and case examples. It will be necessary to share some cases as we all can benefit from viewing aspects of the program that can be duplicated at all levels of education for the benefit of lifelong learning.</p><p>
<strong>Learning Objectives:-</strong></p><p>
Upon completion, participants will be able to:</p><ul>
<li>
Build effective relationships that emphasize academic and social growth</li><li>
Acquire an understanding of curriculum's impact on external stakeholders</li><li>
Replicate the process by becoming creating standards that can be duplicated.</li></ul><p>
<strong>Areas Covered:-</strong></p><ul>
<li>
The Purpose of Using Indirect Measures</li><li>
Course Delivery and Social Impact</li><li>
Indirect Measures and Social Impact</li><li>
Template In Action</li></ul><p>
<strong>Background:-</strong></p><p>
Once embedded only in classic instructional methods of the classroom, higher education assessment can now be found in co-curricular activities, alumni panels, and career based educational practices. These actions are both educational, and societal, in nature. The emphasis on societal impact and how curriculum (and graduates) positively impacts the needs of an ever-changing society have driven the University of Texas at Dallas’ Jindal School of Management (JSOM) to create a template to capture and measure what is being done at the program level to better the society it effects.</p><p>
<strong>Why Should You Attend?</strong></p><p>
While assessment has ways been a strong factor in educational decision making within our school, diversity and equity initiatives, societal impact, and sustainability have led us to develop specific courses aimed at creating student understanding of the world’s needs. These needs have always been there, but now educational institutions are realizing and charting data related to those issues.</p><p>
The process to be completely successful in meeting societal needs is a marathon and not a sprint, but the technological efforts of JSOM in capturing and analyzing this data is allowing the race to become one which can be won.</p><p>
<strong>Who will Benefit?</strong></p><ul>
<li>
Deans</li><li>
Associate Deans</li><li>
Assistant Deans</li><li>
Directors</li><li>
Coordinators of Accreditation and Assessment. Also Program Directors in change of reporting said data.</li></ul>For corporate discounts, reach out to +1 (866) 755-8624 or cs@onlineaudioeducator.com.<br>
<br>
Have concerns related to emails? Raise Your Voice at complaints@onlineaudioeducator.com.</td></tr></table><p style='margin-right:0in;margin-left:0in;text-align:center;font-size:16px;font-family:"Times New Roman",serif;margin:0in;'><span style="font-size: 14px; color: black;">This email was sent by onlineaudioeducator .</span></p>
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<p style='margin-right:0in;margin-left:0in;text-align:center;font-size:16px;font-family:"Times New Roman",serif;margin:0in;'><span style="font-size: 14px; color: black;">1430 Gadsden Hwy Ste 116-1026 Birmingham, AL 35235 United States</span></p>
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