June 23, 2013
June 23, 2013
June 26, 2013
Computers in Education
23.88.1 - 23.88.19
A Performance Assessment Framework for Measuring Online Student Learning OutcomesTrends in higher education for the past ten years have shown that enrollments in online coursesor online degree programs have been growing substantially faster than overall higher educationenrollment. There are few if any Accreditation Board for Engineering and Technology (ABET)accredited programs that are completely online. Coupled with the need for innovative approachesand to offer laboratory courses online is the need for assessment tools that allow the collectionand analysis course outcomes and objectives in a seamless manner. The philosophy driving thisprocess is to allow the instructor to focus on course outcomes via embedded problems andlaboratory exercises while the program outcomes are derived from a mapping between the twolevels. In this session, assessment of online course student learning outcomes using a rubricbased performance assessment framework (Searchlight Performance Assessment™ ) , which wasdeveloped at our institution, will be presented. Participants who attend this session will get afirsthand view of how student assessment data is embedded, captured and analyzed usingSearchlight Performance Assessment™, and how the data is aggregated and used to informdepartment progress.This session will review online course assessments for two academic years. The performanceassessment frame work offers the means to perform program assessments through graphing bothdirect and indirect measures of course outcomes. At the program level, tabular and graphicaloutputs are created with drill down properties that allow one to determine the source ofproblematic results. The program outcomes are then mapped to each course with the associatedperformance criteria. The performance criteria measures specific outcomes that are determinedthrough the use of electronic rubrics. Mapping and the entry and setup of course and programoutcomes are accomplished through parsing Microsoft Word formatted course syllabi andprogram annual report forms. Courses outcomes are satisfied through embedded questions andexercises during the academic term. At the end of the academic term, the instructor completes aFaculty Course Assessment Report (FCAR). In order to ensure continual improvement as part ofthe assessment process, adjustments are made at the course level to improve upon theinstructional strategies employed for each class and noted in the individual Searchlight FacultyFCAR reports.As one example, students having difficulty in circuits class with identifying various approachesto solving problems and applying engineering concepts to solving problems. In another example,it was found that there was a need for students to have both better professional development andeducation plans. In both cases specific course revisions and teaching strategies adopted andemployed with the help of the performance assessment framework. Improvements in both areaswere measured and sustained within one academic term. In summary, the searchlight assessmenttool facilitates an easier and data-driven effective analysis of both program and course outcomesespecially as applied to courses offered in an online environment.
James-Okeke, P. A., & Scott, C. J., & Astatke, Y., & Ladeji-Osias, J. O., & Partlow, L. E., & Nyarko, K. (2013, June), A Performance Assessment Framework for Measuring Online Student Learning Outcomes Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19102
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