Student assessment programs

This document explains the assessment procedure that the Academic Assessment Council 4 has proposed and the Provost has approved.

It explains the model of assessment that Cal Poly currently plans to follow for the next 10 years until the next time the university comes up for reaccreditation. This document is intended to be a guide to policies and procedures for programs and deans, as well as a reference source for anyone involved in assessment on campus.

WASC Cal Poly's regional accrediting body expects all schools that it accredits to both achieve and assess these competencies. ULO 6 states that all Cal Poly graduates should be able to make reasoned decisions based on a respect and awareness of diversity an an awareness of issues related to sustainability.

All students who complete an undergraduate or graduate program at Cal Poly should be able to make reasoned decisions based on a respect and appreciation for diversity. Cal Poly defines sustainability as the ability of the natural and social systems to survive and thrive together to meet current and future needs.

Cal Poly students should be able to consider sustainability when making reasoned decisions. Every program at Cal Poly has program learning outcomes PLOs which translate the ULOs into terms relevant to each specific discipline and define expectations for all graduates of the program.

For example, "demonstrating expertise in a scholarly field" means something different in the Theater Department than in does in the Chemistry Department. It is appropriate that each program specify what abilities and knowledge students should have to achieve the expected degree of expertise for that discipline. The templates are designed to be cumulative? The templates are also designed to capture nearly all of the assessment information programs will be asked to submit during program review.

G raduation Initiative General Email : acadprog calpoly. ACSI Program Participants are invited to participate in an online social community specific to the College and Career Readiness Programs where they can share ideas, comments, suggestions, questions, and answers to questions. All rights reserved. Learn about the assessments we develop and support and the communities we serve. Explore school-based programs that support your professional practices.

ETS K—12 Student Assessment Programs Our long-standing commitment to evidence-centered design helps us deliver assessments that closely reflect the work your students and teachers are doing in the classroom.

This is usually due to insecurities or lack of confidence in their ability to objectively evaluate their own work. Brown and Knight note, however, that when students are asked to evaluate their work, frequently student-determined outcomes are very similar to those of instructors, particularly when the criteria and expectations have been made explicit in advance.

Methods of self-assessment vary widely and can be as eclectic as the instructor. Common forms of self-assessment include the portfolio, reflection logs, instructor-student interviews, learner diaries and dialog journals, and the like.

Peer Assessment Peer assessment is a type of collaborative learning technique where students evaluate the work of their peers and have their own evaluated by peers. Conversely, students can also provide overly favorable evaluations of their friends. Students can occasionally apply unsophisticated judgements to their peers.

For example, students who are boisterous and loquacious may receive higher grades than those who are quieter, reserved, and shy. Instructors should implement systems of evaluation in order to ensure valid peer assessment is based on evidence and identifiable criteria. Essays According to Euan S. Things to Keep in Mind about Essays A common challenge of the essay is that students can use them simply to regurgitate rather than analyze and synthesize information to make arguments.

Instructors commonly assume that students know how to write essays and can encounter disappointment or frustration when they discover that this is not the case for some students.

For this reason, it is important for instructors to make their expectations clear and be prepared to assist or expose students to resources that will enhance their writing skills. Exams and time-constrained, individual assessment Examinations have traditionally been viewed as a gold standard of assessment in education, particularly in university settings.

On the other hand, they can also facilitate student demonstration of deep learning if essay questions or topics are appropriately selected. Different formats include in-class tests, open-book, take-home exams and the like. In the process of designing an exam, instructors should consider the following questions. What are the learning objectives that the exam seeks to evaluate? Have students been adequately prepared to meet exam expectations? What are the skills and abilities that students need to do well?

How will this exam be utilized to enhance the student learning process? Assessment is More than Grading Instructors often conflate assessment with grading. Hours: a. Monday - Friday. Loading Comments