Closing the Assessment Loop

Banta, Trudy W.; Blaich, Charles

doi:10.1080/00091383.2011.538642

Cited by 89 publications

(63 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, only 6 percent of the profiles of good assessment practices reviewed by Banta, Jones, and Black in Designing Effective Assessment (2010) resulted in changes impacting learning by closing the loop (Banta & Blaich, 2011). Additionally, there are impediments to conducting assessments and then acting upon their findings.…”

Section: Review Of Literaturementioning

confidence: 99%

“…While not STEM-focused, Rutz et al (2012) present some evidence linking faculty development focused on EBIPs and student gains in critical-thinking learning outcomes, a connection that has been elusive. This literature suggests that connecting teaching to course-based authentic learning assessment provides the best opportunity to build a cycle of continuous course design improvement, enhancing student learning outcomes (Banta & Blaich, 2011;Biggs & Teng, 2011;Fink, 2003;Rutz et al, 2012).…”

Section: Review Of Literaturementioning

confidence: 99%

See 1 more Smart Citation

Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

Stieha¹,

Shadle²,

Paterson³

2016

The Journal of General Education

View full text Add to dashboard Cite

Evidence-based instructional practices (EBIPs) have been associated with positive student outcomes; however, institutions struggle to catalyze widespread adoption of these practices in general education science, technology, engineering, and mathematics (STEM) courses. Further, linking EBIPs with integrated learning assessment is rarely discussed in the literature, even though principles of continuous course design for quality higher education assume the connection of learning outcomes, teaching practices, and assessment. This qualitative action research study documents faculty attempting to utilize EBIPs and authentic assessment when they were provided support and accountability over multiple semesters. We document participants' current practices and encourage shifts in both teaching and assessment practices targeting greater student success in STEM general education courses. Narrative data drawn from interviews and written reflection describe the impact of structured faculty observation and cross-disciplinary conversation on participants' pedagogical and assessment choices. The faculty participants' voices vividly illustrate our findings: incentives, reflection, mentorship, and collaboration over multiple semesters support changing pedagogical practices and integrating outcomes assessment. While STEM-based, the study findings are applicable across the general education curriculum.

show abstract

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

Stieha¹,

Shadle²,

Paterson³

2016

The Journal of General Education

View full text Add to dashboard Cite

show abstract

“…4,5 Despite this commonality, literature has reported challenges for instructors when it comes to assessment data and using the results of those efforts to improve instruction. 32,33 For example, chemistry departments interested in receiving ACS program approval will need to consider the assessment recommendations inherent in the 2015 guidelines reported by the Committee on Professional Training. 15,16 ACS exams are a reliable way to assess such guidelines, however, efforts that focus on overall test scores may not be sensitive enough to evaluate specific content goals.…”

Section: ■ Conclusionmentioning

confidence: 99%

Development of the Exams Data Analysis Spreadsheet as a Tool To Help Instructors Conduct Customizable Analyses of Student ACS Exam Data

Brandriet

Holme

2015

J. Chem. Educ.

View full text Add to dashboard Cite

The American Chemical Society Examinations Institute (ACS-EI) has recently developed the Exams Data Analysis Spread (EDAS) as a tool to help instructors conduct customizable analyses of their student data from ACS exams. The EDAS calculations allow instructors to analyze their students' performances both at the total score and individual item levels, while also providing national normative results that can be used for comparison. Additionally, instructors can analyze results based on subsets of items of their choosing or items based on the "big ideas" from the Anchoring Concepts Content Map (ACCM). In order to evaluate the utility and usability of the EDAS for instructors, the EDAS went through trial testing with 10 chemistry instructors from across the country. The instructor feedback confirmed that the EDAS has multiple implications for the classroom and departmental assessment, but some additional revisions were needed to increase its usability. This feedback was also used to make a video user-guide that will help instructors through specific difficulties described during trial testing. Currently, an EDAS tool has been developed for the GC12F, GC10S, and GC13 exams. Disciplines Other Chemistry | Science and Mathematics Education CommentsReprinted (adapted) with permission from J. Chem. Educ., 2015, 92 (12) ABSTRACT: The American Chemical Society Examinations Institute (ACS-EI) has recently developed the Exams Data Analysis Spread (EDAS) as a tool to help instructors conduct customizable analyses of their student data from ACS exams. The EDAS calculations allow instructors to analyze their students' performances both at the total score and individual item levels, while also providing national normative results that can be used for comparison. Additionally, instructors can analyze results based on subsets of items of their choosing or items based on the "big ideas" from the Anchoring Concepts Content Map (ACCM). In order to evaluate the utility and usability of the EDAS for instructors, the EDAS went through trial testing with 10 chemistry instructors from across the country. The instructor feedback confirmed that the EDAS has multiple implications for the classroom and departmental assessment, but some additional revisions were needed to increase its usability. This feedback was also used to make a video user-guide that will help instructors through specific difficulties described during trial testing. Currently, an EDAS tool has been developed for the GC12F, GC10S, and GC13 exams.

show abstract

“…However, currently, using this data to guide program improvement decisions at any level is inhibited by a lack of familiarity among program coordinators and assessment practitioners to extract actionable information effectively [2]. Data sets of this magnitude and complexity are a new challenge that require an entirely new skill set; resources for which are still scarce.…”

Section: Introductionmentioning

confidence: 99%