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Making Pre- and Post-Testing Seamless and Transparent in Program Embedded Assessment

Making Pre- and Post-Testing Seamless and Transparent in Program Embedded Assessment. Charles Bailey Department of Justice Studies College of Juvenile Justice and Psychology. Presentation Objectives . Combine seamless and transparent Align objectives, outcomes, goals, and core values

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Making Pre- and Post-Testing Seamless and Transparent in Program Embedded Assessment

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  1. Making Pre- and Post-Testing Seamless and Transparent in Program Embedded Assessment Charles Bailey Department of Justice Studies College of Juvenile Justice and Psychology

  2. Presentation Objectives • Combine seamless and transparent • Align objectives, outcomes, goals, and core values • Propose instrumentation for pre-test and post-test embedded classroom assessment • Identify the unit of analysis for outcomes assessment

  3. Introduction • The meaning of seamless and transparent • The starting gate • The pre-test and the post-test • The unit of analysis – the program

  4. The meaning of seamless and transparent [1] Intention Expectation Application Evaluation Practice

  5. The meaning of seamless and transparent [2] University mission, goals, core values Constituent success Program outcomes Learning objectives

  6. The starting gate • Teaching philosophy • University mission, goals, and core values • Program outcomes • Student learning core objectives • Alignment of objectives, outcomes, goals, and core values

  7. Pre-test and post-test [1] Instruction Pre-Test Post-Test Formative evaluation Lectures, exercises, assignments, et cetera Summative evaluation

  8. Pre-test and the post-test [2] • Student-centered learning objectives • Measurement of core objectives • Instrumentation • Validity and reliability issues • Data collection and analysis • Formative and summative evaluations • Continuous enhancement of student learning

  9. The unit of analysis • Program outcomes – the unit of analysis • Its badge, coat of arms, emblem, et cetera • Your graduates will • know • be able to do • believe, think, appreciate, et cetera • Program outcomes: • Are not an evaluation of your students • Are an assessment of your program

  10. Discussion / Comments University mission, goals, and core values Teaching philosophy Assessment – seamless and transparent Program learning outcomes Core student learning objectives

  11. Resources • PVAMU Catalog 2007-2008 http://www.pantherconnect.com/catalog/ • SACS COC http://www.sacscoc.org/ • Assessment and evaluation: what is the difference? http://www.icc.edu/innovation/PDFS/assessmentEvaluation/ASSESSMENTandEVALUATION2007.pdf • Outcome assessment resources on the Web http://www.tamu.edu/marshome/assess/HTMLfiles/oabooks.html

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