GEF ASSESSMENT PILOT BASIC
TRAINING
Teaching and Learning Commons
West Virginia University
GEF PROGRAM ASSESSMENT
• We are looking at aggregate level
performance in the GEF outcomes
– Aggregated student performance trends and distributions per
outcome
– GEF Area to Outcome coverage data
– GEF Area to Outcome performance data
• We are NOT looking at individual courses,
instructors, or students
FUNDAMENTAL #1: OUTCOMES
• Learning Outcomes
– What specific things do we want our students to be able to do
– These belong to your program, department, your course, and the GEF program as
a whole
• And are probably different at each level
– The GEF program will use the four LEAP outcomes and sub-competencies as their
outcomes
• Task 1: Identify the LEAP outcome you will assess
– If your course has already gone through the CIM course change process, use the
LEAP in that process. If not, feel free to pick one at will.
FUNDAMENTAL #2: MEASURES
• Assessment Measures
– What specific task (preferably one that exists as a part of your course
already) will you use to demonstrate whether or not students achieve the
outcome
– The best measures are authentic to the course they come from
• Task 2: Identify what assignment you will use as
your measure
– Things like essays, projects, and portfolios are typically better than tests
FUNDAMENTAL #3: METRICS
• Assessment Metrics
– A scoring mechanism (that isn’t simple grading or SEIs)
– Scaled Rubrics, checklist rubrics, grade-to-slo-conversions, holistic
scoring guides, custom rubrics or scoring guides
– The GEF program will be using the sixteen Value rubrics that were
developed in tandem with the LEAP outcomes
– LEAP outcome #1 doesn’t seem to have a rubric…
• Task 3: Identify which Value rubric you will use to
score the assignment
WHY USING THE VALUE RUBRICS
IS A MUST
• Assessment metrics measure how close students are to ‘learning’ or ‘performing’
or ‘being competent’ in that objective/outcome relative to an ideal program
standard
•
•
***The GEF pilot standard is where we would expect a student to perform upon graduating
with a four-year degree***
Formative assessments should show students performing below the standard
– Otherwise, why are they here? What do they have to learn?
– The GEF program will provide university-wide formative assessment
•
Summative assessments should show students performing at or near the
standard
– Otherwise, what has your program taught them to do?
THE PROBLEM WITH GRADES
•
Grades measure how well students perform on a task or in a course at an
aggregate level specific to expectations for that course
•
•
•
Remember, we are measuring to a standard that is expected at four-year graduation
Grades can include other aspects that aren’t directly related to the objective
– Attendance, Format, Partial Credit
Even when a grade doesn’t include those other areas of student
performance, they still might not accurately assess student learning of a
particular objective/outcome or at the level of the standard
– Do ALL the graded items reflect a particular outcome?
– Should graded assignments across a semester count equally towards
demonstrating competency?
PRACTICAL IMPLICATIONS OF
MEASURING TO A STANDARD
• Grades in a course will not be reflected by
assessment
– It’s ok to have many students getting As and
Bs and simultaneously getting 1s and 2s in the
assessment scoring
WHAT DO I NEED TO ACTUALLY
DO
• Score the assignment identified before with the
rubric you chose
• Use the resources here if needed:
https://westvirginiauniversity.sharepoint.com/sites
/gefpilot/SitePages/Home.aspx
• Fill out this survey with your results:
http://wvu.qualtrics.com/SE/?SID=SV_9FThV0a5
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