Assessment Strategies - Aligning Learning Competencies to Innovative Assessment Options in Today’s Online Environment

Concurrent Session 7

Session Materials

Brief Abstract

Discover online course assessment examples demonstrating the path from learning outcomes to successful, well-matched assessments that meet course goals and ultimately institutional accreditation requirements.


David C. Dixon is a lifelong resident of Cumberland, Kentucky. He is 2004 graduate of Cumberland High School, 2005 graduate of Southeast Kentucky Community and Technical College, 2008 graduate of Midway College with a Bachelor of Arts in Education, 2012 graduate of Argosy University with a Master of Arts in Education with emphasis in Teaching and Learning, 2014 graduate of Eastern Kentucky University with a Master of Arts in Education with emphasis in Library Science, and is currently pursuing his Doctorate of Education in Educational Leadership and Policy Studies. David C. has been elected to the Cumberland City Council for four terms. He is also involved in many community activities and serves at the Multimedia/Public Relations Director for Church on the Hill-Cumberland Pentecostal Church. David C. has served as a K-12 educator for numerous years and worked in higher education since 2014. He has been with SKCTC in the role of the EPIC Project Team Leader for over three years. In addition to his duties as Project Team Leader for EPIC Project, he serves as a course developer, facilitator, and quality assurance reviewer. David C. is an experienced presenter on the national level having presented at OLC Accelerate, DevCon and BbWorld for several years. He also conducts professional development sessions for faculty and staff.
Allison White, OA Regional Program Coordinator at Ohio University, began her education at OU with an A.A.B. She obtained her bachelor's in Marketing & Business Administration at Franklin University & her master's in Tech Ed at Wright State. During her career she's taught at multiple levels from K-12 substitute to high school business teacher to community college & university instruction. She spent nearly 15 years with American Electric Power in Marketing & IT as a customer service rep & business analyst. She worked 6 years as an admin, counselor, & teacher in a youth detention center for Ohio DYS. She is pursuing a Ph.D. in Higher Ed Administration at OU. Her research includes tech-rich instruction, faculty development, ergonomics, admin careers & the job market, and interdisciplinary teaching. She has presented these topics at OATYC (2010), AURCO (2011-14), USDLA (2013), ISTE (2014), Emerging Technologies Online Learning Int'l Symposium (2015), & BbWorld DevCon (2015).

Extended Abstract

Grounded in well researched and respected models, examples of innovative assessment strategies are provided.  For individuals seeking assistance with aligning learning competencies and outcomes to innovative assessment options, strategies based on the Revised Bloom’s Taxonomy, Kirkpatrick's Learning Evaluation Model, and the Association of American Colleges and Universities' (AACU) High-Impact Educational Practices (HIPs) are used to develop course outcomes in line with the course description and overall degree program goals.  Interpreting verbs used in course and program learning outcomes is extremely important to appropriate assessment. Kirkpatrick’s Learning Evaluation Model with its four levels of program evaluation guides learning outcomes assessment methodology. The Association of American Colleges & Universities’ High-Impact Educational Practices provide motivation for incorporating active learning environments in innovative assessment strategies.

Taking attendees through the credit for prior learning model for assessment, the Learn on Demand model of assessment will be shared. The assessments are set to competencies for each course which are written using the Revised Bloom’s Taxonomy. Attendees will be taken through the module set-up for accelerated instruction.

Upon completion of this educational session, attendees will walk away with evidence from research-based methodologies leading to innovative assessments. Attendees will have an understanding of how the Revised Bloom’s Taxonomy is used to write learning competencies and outcomes for assessment in the online learning environment. Attendees will discover how the four levels of Kirkpatrick’s Learning Evaluation Model are used in guiding the assessment stages of results, learning, reaction, certification, and behavior. Assessments are also geared toward the AAC&U’s High-Impact Educational Practices with embedded collaborative assignments, service learning, capstone courses and projects. Finally, faculty and administration alike will understand the importance of incorporating these educational practices and assessment options in preparation for institutional accreditation purposes.

Attendees will have a better understanding of how learning competencies and outcomes are used to guide the development of credit for prior knowledge exams for modular-based courses in the Learn on Demand Program Module.

The goals of the session are to address the following topics, share knowledge of best practices, and provide solutions to those seeking assistance for aligning learning competencies and outcomes to innovative assessment options.

The goals are to:

1) Provide attendees with an understanding of the research-based methodologies used in the learning outcomes and assessment process.

2) Sensitize attendees to the ways in which outcomes and assessments must align.

3) Assess the usefulness of active online learning environments in meeting outcomes and successful course assessment completion.

4) Demonstrate how the methodology will aid students in the successful completion of course assessments.

5) Understand the importance of utilizing these educational practices in the achievement of institutional accreditation.