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1.
Over the past several decades, there has been increasing interest in program‐ and university‐level assessment and aligning learning outcomes to program content. Curriculum mapping is a tool that creates a visual map of all courses in the curriculum and how they relate to curriculum learning outcomes. Assessment tools/activities are often included in the curriculum map. The School of Food Science, a joint program between the Washington State Univ. and the Univ. of Idaho, recently completed a curriculum mapping and assessment exercise. The goal of this exercise was to determine the alignment of the undergraduate curriculum with program learning outcomes and the degree of student mastery of these outcomes. Curriculum learning outcomes were revised from existing learning outcomes to better align with university learning outcomes and the IFT Core Competencies. All undergraduate courses were mapped to the IFT Core Competencies, and several competencies were assessed to determine student mastery. The mapping and assessment activities revealed potential gaps and redundancies in course content, as well as student ability to meet standards for competency. The results of the mapping and assessment exercises will be used to refine the content delivered to undergraduate students in the School of Food Science, with the overall goal of increasing the quality of the education provided to these students and helping them to be more prepared for a successful career in food science.  相似文献   

2.
ABSTRACT:  The current IFT Education Standards used to evaluate Food Science programs for IFT approval have been in place now for 5 years. Most Food Science programs in the United States (as well as some in Mexico and Canada) have been reviewed according to these standards. The transition to instruction based on assessment of student learning outcomes, in accord with these Education Standards, is well under way.
In the first round of reviews, the Committee on Higher Education (CoHE) focused mostly on the Core Competency grid, also making sure programs were writing learning outcomes and instituting meaningful assessment programs. In the 2nd round of reviews, there will be more focus on assessment of learning outcomes. CoHE would like to see that programs (administration, faculty, and students) have embraced the transition to assessment of learning outcomes and are making significant progress in aligning the curriculum with this educational format. As in the past, CoHE offers assistance to any program that would like help in making this transition.
Finally, the next revision of the IFT Education Standards is due out in 2011 (10 year cycle) and it is already time to think about what this might entail. Some thoughts and suggestions for future directions are provided.  相似文献   

3.
Our intention in this article is to present one institution's efforts to take on program assessment and respond to calls for accountability. To do so, the teacher education program simultaneously sought to address the narrowly defined measures called for by policy makers and politicians, while at the same time broadening and expanding outcomes (such as student learning) and the missions, themes, and values of the teacher education program. The following describes the accountability movement in teacher education and then offers the lessons learned within one program developing a system of assessment within teacher education.  相似文献   

4.
Abstract: Fifty‐eight recent graduates (1998–2008) from the joint Washington State University (WSU) and University of Idaho (UI) BiState School of Food Science program and 27 of their employers participated in a survey assessing learning outcomes based on the 2001 Institute of Food Technologists (IFT) core competencies for undergraduate food science programs. Parallel web‐based survey instruments for the graduates and employers using the WSU Skylight Matrix Survey System© were employed to assess the attitudes of the respondents to the frequency of usage of IFT defined skills and the adequacy of the graduates’ preparation from the program. Graduates responded that they were generally satisfied with their education; however, they reported lower rates of adequate or better preparation in Success Skill involving group dynamics, processing and engineering skills, and government regulations. Most of these skills were also the least frequently used by graduates in their careers. Success Skills were the most frequently performed competencies, while food microbiology and safety, and some engineering and processing skills were used less frequently by graduates of the Food Science program. Greater than 80% of the employers reported that the graduates’ performance was adequate or better in all skill areas. The assessment suggested program improvement since a similar survey in 2004, but also illuminated areas for improvement in teaching and learning, particularly in light of the revised IFT 2011 Guidelines. Specifically, graduates and employers emphasized the need for more course work that weaves critical thinking skills, group dynamics, and government regulations into the classroom. Graduates also highlighted the importance of internships and extracurricular activities for career preparation.  相似文献   

5.
作为全球第二个实现高等教育普及化的高等教育强国,加拿大高校学生学习成果评估体系富有特色:在评估内容方面,构建起了高等教育系统、院校以及学科(专业)等不同层面的学生学习成果体系;在评估方法方面,形成了由标准化测试、评价量规、表现性评估以及问卷调查等四种类型构成的多元化学生学习成果评估方法体系。其对我国的启示是:构建和完善高校学生学习成果评估的内容体系,为学生学习成果评估奠定共识基础;开发多元化的学生学习成果评估方法与工具,提高评估活动的科学性;加强以结果为导向的评估制度建设,促使学习成果评估常态化。  相似文献   

6.
Assessment of learning outcomes at the program level is essential to evaluate whether students are achieving what is expected of them as graduates. In this article we present the results of a study in which faculty focus groups were consulted so as to understand the subjective issues that surround the learning outcomes assessment program of an institution. We hope that our study contributes to continuous improvement in institutional assessment practices and to the improvement of student learning. We analysed the data through the lens provided by a leadership model since leadership is a key driver of assessment practices that lead to changes to improve student learning.  相似文献   

7.
Traditionally, assessment data have primarily been used to report program outcomes for accrediting bodies. Unfortunately these valuable data have been under‐utilized in curricular development and individual student enrichment. This paper will demonstrate how pre‐existing assessment tools and outcomes have been used to enhance the quality of a baccalaureate nursing program in an effort to improve student performance. With mandatory licensure being a primary force that energizes the expansion of continuous quality improvement, the Tennessee Technological University (TTU) School of Nursing developed an investigative study to determine predictors for the licensure exam success. As a result, data have been collected that has positively influenced the direction of the nursing program. These specific outcomes and the process by which they were achieved will be addressed in this paper. The TTU School of Nursing serves as an example of how utilizing pre‐existing assessment tools and results can enhance both student and curricular development.  相似文献   

8.
This study examined the engagement theory of program quality ( Haworth & Conrad, 1997 ), which highlights positive student learning outcomes that result from stakeholder involvement in program evaluation within master's‐level graduate programs. A total of 481 master's‐level counseling students and 63 faculty members, representing 68 Council for Accreditation of Counseling and Related Educational Programs (CACREP)–accredited counselor education programs, participated in the study. Findings reveal that engagement theory is a potentially useful quality assessment resource for CACREP‐accredited programs in their efforts at enhancing and sustaining program quality.  相似文献   

9.
学生学习结果评价是美国高等教育评价由关注资源输入到全面注重受教育者学习结果的一次转变。它侧重评价学生学习后所获得的各方面知识、能力和品质。该评价成为一场运动的主要原因是培养高技能劳动力的需求、政府问责的加强以及认证组织的推动。学生学习结果评价的实施在政府、高校以及专业、课堂等众多层面展开,并表现出以学生为中心的价值取向、评价参与者广泛以及评价方法灵活多样等特点。  相似文献   

10.
Conscientious instructors at all levels are constantly making decisions about how to improve their teaching. This is a natural, intuitive part of being a good instructor, but even faculty who value student learning and work hard to improve their teaching can fail to make the connection between what they do in the classroom and the continuous improvement philosophy of outcomes assessment. The connection can be missed because understanding course-level outcomes assessment requires understanding evaluation policies and structures that differ markedly from those employed for unit-level program accreditation. The purposes of this paper are two-fold: first, to address policy issues that impede adoption of systematic, course-level outcomes assessment for improving student learning; and second, to describe a design structure for applying outcomes assessment that addresses factors under control of the instructor that affect students' learning. The paper concludes with observations on the crossed purposes of collecting information for judging faculty merit in the annual review process as opposed to collecting information for course improvement in the outcomes assessment process.  相似文献   

11.
Abstract

Students, quality assessment bodies established by the Government to determine output‐related funding, and other groups in society are placing more and more pressure on tertiary institutions to improve the quality of their teaching practices. Some institutions are responding to this pressure by implementing student‐centred approaches to teaching, where the students and course leaders become equal partners in determining the course work assessment process, teaching methods and learning outcomes. To a certain extent the learning outcomes are set by the Government's quality assessment bodies. However the course work assessment process, teaching methods and interpretation of these pre‐specified learning outcomes, can still be negotiated with the students in a student‐centred manner.

Many disciplines in tertiary institutions currently face, or can expect to face in the future, extremely large class sizes. Many argue that it is not possible to implement a student‐centred approach in the large class setting. Indeed, they suggest that there is a negative relationship between class size and the quality of the learning experience.

This paper examines the application of a student‐centred approach to a final year business studies course involving over 100 students completing their BSc (Hons). A survey of the students at the end of the year indicated that, relative to the other courses being taken by the students, this course achieved an unusual treble: higher levels of student learning, higher student workload, and yet, higher levels of student enjoyment. These results would tend to dispel the myth that student‐centred approaches can only be successful in the smaller class setting.  相似文献   

12.
This article describes the development of a systematic and practical methodology for assessing program effectiveness and monitoring student development in undergraduate decision sciences programs. The model we present is based on a student's progression through learning stages associated with four key competencies: technical, analytical, communicative, and managerial. Key learning activities are embedded in major courses, resulting in clear and documented demonstrated abilities from the student. The work is based upon what is formally known about student outcomes assessment and input from our own Management Information Systems (MIS) program stakeholders and accrediting bodies. The results of the assurance of learning model can be, in turn, used to refine curriculum and to meet accreditation standards.  相似文献   

13.
Introduction     
Abstract

Drawing on a large government commissioned research study, the Queensland School Reform Longitudinal Study (QSRLS), the article confirms the existing research finding regarding the cenerality of teachers’ classroom practices (pedagogies and assessment) to student learning. On the basis of a literature review and classroom observations, analysis of assessment tasks and student work, the article identifies the models of productive pedagogies and productive assessment as being effective in terms of improving both social and academic outcomes for all students, especially students from disadvantaged backgrounds. In so doing, it stresses the need for aligning curriculum, pedagogies and assessment with desired student outcomes and also the need to create teacher professional learning communities so as to enhance whole school effects. However, the article also recognises the significance of family background in terms of students’ learning outcomes and thus argues the need for complementary and appropriate educational system funding and policies. Indeed, the article recognises that claims about teacher practices making a difference cannot be posed innocently and that a focus on individual teachers in policy is a double‐edged sword.  相似文献   

14.
This study investigates the extent to which the Dynamic Approach (DA) to Teacher Professional Development (TPD) can help teachers develop their assessment skills and through that contribute to the improvement of student learning outcomes. To achieve this aim, a multi-treatment group randomisation study was conducted to compare the impact of the DA with the impact of the Competency-Based Approach (CBA) on developing assessment skills and promoting student learning outcomes. Assessment skills of 178 teachers and achievement of their students (n = 2358) were measured before and after the intervention. The DA had greater impact on teacher assessment skills and student learning outcomes than the CBA. Differential effects were also identified since differences in the impact of each approach were only identified for teachers who were situated at higher stages of assessment skills. Implications of findings for research, policy and practice are drawn.  相似文献   

15.
Students conceive of assessment in at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). A study in New Zealand of 3469 secondary school students’ conceptions of assessment used a self‐report inventory and scores from a standardised curriculum‐based assessment of reading comprehension. Four inter‐correlated conceptions based on 11 items were found with good psychometric properties. A path‐model linking the four correlated conceptions with student achievement in reading, while taking into account student ethnicity, student sex, and student year, had good psychometric properties. The conception that assessment makes students accountable loaded positively on achievement while the three other conceptions (i.e., assessment makes schools accountable, assessment is enjoyable, and assessment is ignored) had negative loadings on achievement. These findings are consistent with self‐regulation and formative assessment theories, such that students who conceive of assessment as a means of taking responsibility for their learning (i.e., assessment makes me accountable) will demonstrate increased educational outcomes.  相似文献   

16.
This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university’s institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F.  相似文献   

17.
This article describes a national teaching project which set out to address the problem of high student attrition and failure in a first-year introductory chemistry topic, through the introduction of a student-focused learning-to-learn program presented in context and which uses authentic course materials. The program focused on developing students' understanding of the learning process and of their own learning, both in general and in chemistry in particular. As part of the project the student approach to learning was evaluated and monitored by use of the Biggs study process questionnaire (SPQ). Results indicate that students who participated in the program were less inclined to engage only in surface learning activities, achieved better assessment outcomes and persisted with their studies. The 1997 class as a whole showed an overall increase in pass rate and a decline in attrition rate compared to the 1996 cohort. SPQ scale scores were generally not powerful predictors of academic success but positive correlation was observed with the deep approach and achieving approach scales for the third SPQ trial period.  相似文献   

18.
ABSTRACT: Despite the well-documented advantages of switching to instruction based on assessment of learning outcomes, many academic disciplines, including food science, are still based on the traditional mode of instruction. The problems of converting from traditional to assessment-driven instruction are numerous and change in the university setting is slow. However, certain guidelines can be followed to start the process for change and evaluate the effects on student learning. A partnership between the industry being served and academic instructors is needed to ensure that assessment-based instruction is focused on the proper principles. Methods of assessment of learning outcomes need to be carefully chosen and developed to bring industry standards and student learning together. This can be done only if both direct and indirect assessments at the program level provide faculty with means to answer their most pressing questions about what students know and are able to do as a result of Food Science education.  相似文献   

19.
This study describes an approach to learning and teaching that is structured as a project‐based context‐driven inquiry. The approach is positioned at the interface between knowledge‐generation and use, and grounded in a generic notion of responsibility for the future of bodily life. The intention is to move the debate beyond the exhausted language of rigid oppositions between the academic and vocational, the universal and contextual. The purpose is to identify and nurture a personal portfolio of competencies responding to the contemporary material condition of humanity. It is expressed in terms of the student's learning power, a manifold of new assessment criteria and methodological steps constitutive of what a student could achieve having progressed through a given course. This is an approach in which competencies are outcomes supported rather than led by subject knowledge. The course structure combines traditional instruction with innovative project and assessment components and also provides an opportunity for the student to get acquainted with an employment niche. The practical applications of this approach at university and secondary‐school levels have led to encouraging results for both staff and learners.  相似文献   

20.
高校专业培养计划设计   总被引：1，自引：0，他引：1  
受英国现行专业规格的启发,本文提出了一种专业培养计划的新方案,旨在全面落实素质教育的三个方面,即知识、能力和人格.在计划中引入学生学习产出的概念,由此出发制订培养目标、教学方法和学生评价方法.由于第二课堂在素质教育中不可或缺的作用,宜将第二课堂活动引入培养计划.  相似文献   

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