Assessing Student Learning Outcomes Across a Curriculum: Resolving Judgment and Validity Issues Across Disciplines and Professions

• In Event: Clarifying Assessment and Measurement Issues Across Disciplines and Professions

Abstract

Fifty-two faculty (humanities, natural/social sciences, arts/technology, nursing, business and management, education) plus seven assessment center staff participated in training conducted by assessment team members (natural scientist and social scientist). Methods were: systematic data collection of 204 performances; action research (O’Brien, 1998; Reason & McArdle, 2008) and deliberative inquiry (Harris, 1991) (assessor training); inter-judge agreement (100% for “did not succeed”); independent-judge agreement for a random sample (n=40) of summative judgments (95% for “succeeded/did not succeed”); and qualitative research. Independent evaluator recorded faculty questions during training, communicated reliability findings, and translated questions into policy and procedure statements that elicited debate and resolution at weekly team meetings before subsequent assessor training and instrument administration.

Author

• Marcia Mentkowski, Alverno College