Integrating assessment from start to finish

Concurrent Session 1

Session Materials

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Brief Abstract

Is assessment the last thing you think of when planning a course? Do you want ideas on how to integrate assessment into the entire cycle of course preparation, delivery, and student activities? Integration of assessment enhances teaching and learning and provides data for evaluation of student, course, and program effectiveness.

Presenters

Dr. Tawnya Means is Assistant Dean and Director, Teaching and Learning Center (College of Business - University of Nebraska-Lincoln). She provides vision and leadership focused on the needs of students and faculty. Her team develops and implements comprehensive and effective learning support for students and creates faculty development programs and resources to assist faculty with instructional innovation and adoption of pedagogical best practices. Her expertise is in online and blended learning, active learning, technology innovation, and preparation to teach. She has long been a leader in campus initiatives and committees and actively presents at conferences and other institutions and organizations.

Extended Abstract

There are many methods available to integrate assessment from the start to finish of the course design process. Instructional designers in the Warrington Teaching and Learning Center at the University of Florida have established methods and techniques to collaborate with faculty on integration of assessment into course design. We use backward design to develop learning materials and activities, leverage technology to facilitate the dynamic generation of quiz and exam questions, include embedded files within proctored exams and case analyses, encourage experiential learning through simulations, support self-, peer-, and instructor-review of student video presentations, encourage audio and video feedback, develop rubrics and learning outcomes, and create processes that hold students accountable for coming to class prepared to learn.

This session will provide an overview of how we use backward design and standards for course development and how this drives the course design and review process. This ensures that assessment is not an afterthought, but an integral part of the ongoing cycle of course and program development, implementation, and evaluation. Following the brief overview, the session presenter will share the following examples:

  • How a statistics professor has used the Canvas course management system and formula quiz questions to create a unique exam for each of his 650+ students, for 5-7 smaller stakes exams which are proctored online
  • How a strategic management professor uses Word files for student analysis of proctored business cases and a statistics professor uses embedded Excel files within exams for providing data to be used in solving real world questions
  • How a strategic management professor and an international business professor use simulations to provide experiential team-based learning opportunities for students
  • How a business communication professor uses video for self-, peer-, and instructor- timecoded review and feedback
  • How rubrics can be used to provide feedback to students and data on learning outcomes can be used for course and program evaluation
  • How tools within the Canvas course management system can support peer review
  • How an ethics professor and a business communications professor use assessment and team-based learning to hold students accountable for coming to class prepared to learn