June 26, 2011
June 26, 2011
June 29, 2011
22.1294.1 - 22.1294.13
Simplifying Assessment Using Direct MeasuresAlmost everyone has heard or read somewhere that to complete quality assessment aprogram must use multiple assessment methods, and furthermore that indirect measuressuch as surveys cannot be the only source of assessment. These types of issues bring upchallenging questions. How many assessment methods are enough? What is the requireddepth for each assessment method? What direct measures are best for your program? Thispaper will provide some insight into choosing direct measures and how they have beenused by one program.There are many reasons for a program to use multiple assessment methods to providemultiple view points for each program outcome. One important aspect is to properlydisplay trends in performance that necessitate program changes. Although surveys are aneasy assessment method, their low rates of return and other issues mean that they are notparticularly effective instruments to drive program improvement in this way. Mostprograms have turned to multiple direct measures to ensure they can properlydemonstrate their student’s accomplishment of an outcome. The direct measurespresented in this paper are: embedded indicators, capstone (point allocation), externalexam (FE), and internal exam (gateway). This paper will also present the lessons learnedby one program through the 4 years of using these direct measures and the program’ssuccess in reducing the work and data collected as well as the superb ABET visit resultsbased on using these methods (no deficiencies or weaknesses at the end of the on-campusABET visit). This paper will also present the current program efforts to further reduce theassessment data collected and time required to the irreducible minimum.
Welch, R. W. (2011, June), Simplifying Assessment Using Direct Measures Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18397
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