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2 mythbusters
The document discusses common myths about assessment and strategies to promote a culture of assessment. It identifies myths such as the idea that assessment should prove success or that it will decrease autonomy. However, assessment is intended to provide information to improve programs, not pass judgement. It also notes that while defining learning outcomes may initially take time, the process becomes integrated into regular practices. The document encourages using available resources like the Assessment Office to help programs start or strengthen assessment efforts.
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2 mythbusters
- 2. Common Goals Shared language and understanding Reflective Practice Processes and procedures that support and encourage the assessment cycle
- 3. a usually traditional story of ostensibly historical events that serves to unfold part of the world view of a people or explain a practice, belief, or natural phenomenon Can diminish efforts to create a culture of assessment Can discourage or contribute to frustrations
- 4. At your table, discuss: What are myths you have heard about assessment? What role do myths play (positive or negative) in creating a culture of assessment? What myth would you like to see busted?
- 5. If I wait long enough the outcomes phase will pass. Every indication we have is that learning outcomes are here to stay. They are a trend nationally and have proven to be quite useful in higher education. Secondary education has been using them for decades, and we have finally realized the importance of including them at the higher education level.
- 6. Assessment should prove that our program is successful. If your assessment shows 100% success 100% of the time, it's useless for program enhancement. Assessment should provide information that allows you to improve your program.
- 7. Assessment information can and will be used against us. Again, the role of assessment is for program enhancement. If results come back and are not as expected, it allows you to make adjustments. It gives you data to use and demonstrate the impact of your work.
- 8. Assessment of student learning is a means of decreasing my autonomy. Assessment of student learning is a means of increasing the mutual engagement of faculty, students, and staff in providing an optimal learning experience. Assessment is a tool to improve student learning.
- 9. I don’t have time. Most of us are doing some form of assessment in our departments currently. Defining outcomes are just taking a different approach to the assessment. While it does take a little time to incorporate a new system of doing things, once integrated into the daily process, it does not take a lot of time.
- 11. I don’t know where to start or what to do. There is no support available. There are many resources to help you get started or refine current assessment efforts. The Assessment Office StudentVoice Assessment Fellows
- 12. I don’t know where to start or what to do. There is no support available. There are many resources to help you get started or refine current assessment efforts. The Assessment Office StudentVoice Assessment Fellows
- 13. Join the Discuss at your table What myths were busted for you today? What are 1 or 2 things you will do differently to create a culture of assessment?