|Classroom Assessment Techniques|
|Course Level Learning Outcomes|
|Critical Thinking Skills Assessment|
|Departmental / Program Level Learning Outcomes|
|Departmental Program Level Assessment Plan|
|Developing Effective Rubrics|
|The Practice of Painless Data Collection Part I|
|The Practice of Painless Data Collection Part II|
|General Education Assessment|
|The 110th Annual Meeting|
|Assessment Conference 2005|
|The following workshops were offered multiple times during
the 2003-2004 academic year. For 2004-2005, the Center for Teaching and
Learning is pleased to offer these workshops at your department's or program's
convenience. To make arrangements for workshops or one-on-one confidential
consultations related to assessment issues, please contact Dr. Angeles
Eames at (773) 442-4465 or send an email to A-Eames@neiu.edu.
The use of classroom assessment techniques, most widely associated with the work of Thomas A. Angelo and K. Patricia Cross, has proliferated in both K-12 and university teaching. Often used as a type of formative assessment, instructors find that these can be powerful tools to improve the attainment of learning outcomes. Further, most are easy to administer. After a short introduction defining key terms and further benefits of using classroom assessment techniques, this one-hour workshop will focus on:
Faculty wonder about the recent emphasis on Outcomes-Based Assessment by accrediting organizations and program review committees. Is this just another fad, or can it really benefit your teaching? This one-hour mini-workshop will demonstrate how effective learning outcomes can significantly improve your teaching. Topics include:
The development of critical thinking is crucial to higher education. There is considerable consensus, though, that it means something different in each discipline, and assessing its outcomes appears even more elusive. This one-hour mini-workshop outlines some common denominators in the debate about critical thinking and proposes an assessment strategy. Topics include:
Developing departmental/program level learning outcomes is critical to the foundation of an effective departmental/program assessment plan. Topics addressed in this workshop include:
Handouts and resource materials will include discipline specific examples and will vary depending on those in attendance.
Each department or program is charged with developing or refining their assessment plan for their unit. Those attending the workshop should be familiar with the new NCA criteria. Information on this can be found on this website. In addition, handouts on this topic are available upon request from NEIU’s Center for Teaching and Learning. In preparation for the NCA visit in 2006, this one-hour workshop will focus on:
Rubrics have become a popular means for describing in detail the criteria an instructor applies to assessing any type of student work (papers, presentations, projects, performances, etc.). Students tend to like them because they know in advance the rationale on which their work is graded; instructors have come to appreciate them because they make their grading and feedback tasks more objective and sometimes faster. This one-hour mini-workshop addresses the following topics:
You have established departmental/program learning outcomes and now clearly know what it is that you want to assess within your department or program. What is the next step? Making decisions about HOW to assess given the time, financial and faculty/staff parameters existing within your department or program and college is the key decision that must be made. However, in order to make these decisions you need information about what data is or is not currently available as well as how to access this information or develop the data you need. This workshop will cover the following topics:
While the focus of Part I is examining and critically reviewing embedded approaches and locally developed instruments, the focus of Part II is to provide information on the wide variety of standardized and nationally normed instruments and their potential uses as part of an assessment effort. Those most often used for regional accreditation will be discussed and actual samples of some of the instruments will be provided. Handouts with detailed information regarding publishers, pricing, and other testing information will also be provided.
This one-hour workshop will be offered on .... In addition, a two-hour session encompassing Painless Data Collection, Parts I and II will be offered on ....
Many scholars have written about assessment at multiple levels and have shared their findings at a variety of conferences. In April 2002, the National Resource Center for the First-Year Experience and Student in Transition sponsored a unique teleconference on “Assessing What we Value.” Presenters are nationally renowned experts in the field and while the focus is on the assessment of the first-year experience, the information shared is valuable for general assessment of student learning outcomes. Among the topics presented are: strategies to improve student learning, strategies to maximize assessment quality, organizing for assessment, and measures of student learning. To view materials from this teleconference click onto the following link:
February 17-19, 2005
April 8-12, 2005
June 12-14, 2005