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Characteristics of an Effective
Assessment Program
- Clear, specific, focused, and measurable student learning
objectives have been written to fulfill the intent
of the program goals.
- Multiple assessment
methods have been carefully selected and/or developed
to address
properly each of the student
learning objectives in the program.
- Evidence supporting
the reliability and validity of assessment methods
have been scrutinized.
- Staff and faculty have designated
standards such as cutoff scores for student performance
on assessment methods.
- A proper design has been chosen
and implemented to ensure that internal and external
threats to the validity of the
assessment study have been minimized.
- Procedures
for collecting assessment information within the context
of the study
design have been carefully planned
and monitored.
- Suitable and comprehensive statistical
procedures have been chosen.
- The assessment results
or outcomes concerning student learning and development
have been interpreted with regard
to the program objectives.
- Evidence of curricular, instructional,
and/or service modifications with subsequent follow-up
of changes in response
to the acquired assessment results exists.
- Evidence that
resources are moved or reallocated in response to the
acquired assessment results exists.
- When relevant, traditionally
and technologically delivered instruction has been
compared with regard to student learning
and development.
- The assessment report of the statistical
findings has been written clearly, accurately, and
objectively.
- Broad and ongoing staff and faculty
discussions and involvement occur throughout the assessment
process.
- The persons conducting the assessment study should
be trustworthy and competent to perform the study so
that
the findings achieve maximum credibility and acceptance.
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