ذدà،±ل>‏ے ;=‏ےےے<ےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےے€zًa–k‘ضW7„{شy3هTد( ‰‰ےےےےےےےےےèé(€àà€ ٍْ/ب0زص0·DArialngsRomanl©l©dz’ô–â…0ô–ص·DVerdanasRomanl©l©dz’ô–â…0ô–ص" ·DTimes New Romanl©l©dz’ô–â…0ô–ص0·DWingdingsRomanl©l©dz’ô–â…0ô–ص¤ €Aےے¥.© @£nے‎?" dےd@ےےïےےےےےے @@``€€4ً,ً H< ً,rً$–k‘ضW7„{شy3هTےiƒً0پƒ†A؟ہإAے@ٌ÷ً8َ€َ€ذw؛“°ِتڑ;”اتڑ;ْg‏‎4ededًھ’—â…0ّ‏ےے ےےےpûppû@<‎4dddd8—A10l©@z’ے<‎4BdBd8—c20l©ˆ8ٹ0؛___PPT10‹ ہہًشَں¨:Assessment for Research Universities and Graduate Programs،;;$ں¨?Barbara Wright Associate Director, WASC bwright@wascsenior.org،(@Zھ)َں¨Our roadmap:ں¨~Why is assessment a challenge? What is assessment, really? How can it work in a research or graduate environment? A case studyَں¨Why is assessment a challenge?ں¨›Complex learning goals Fewer models, less information Less interest Less felt need Competition for faculty time, attention Dominance of research as a valueََ ں¨So what is assessment? ،$َ ں¨Assessment is notں¨3Just the first step Just the first and second steps،44"َں¨Methods matterں ¬Descriptive data good Indirect evidence better Direct evidence of learning best ،WU'َں 0Direct methods include & ں¨جPortfolios Capstones (e.g., dissertations) Performances (e.g., poster or conference presentation) Assignments (e.g. papers, research projects) Secondary readings Comps, qualifying exams Commercial tests ،"جZZحَ ں¨Four dimensions of learning --،"ں \What students learn (cognitive as well as affective, social, civic, professional, spiritual and other dimensions) How well (thoroughness, complexity, subtlety, agility, transferability) What happens over time (cumulative, developmental effects; value added ) Is this good enough? (the ED question) ،|/ZoM <َ ں¨Thinking about standards . . .ں¨bAbsolute standards: the knowledge/skill level of champions, award winners, top experts Contextual standards: appropriate expectations for, e.g., a 10-year old, a college student, an experienced professional Developmental standards: amount of growth, progress over time, e.g., 2 years of college, 5 years Institutional, regional, national standards? ،ڑXZZ ZP n T.َں¨Keys to successful assessmentں¨سSLOs are meaningful Methods align with learning goals, Qs Methods are embedded, not add-ons Validity is in balance with reliability Analysis is collective, collegial Findings are actionable, lead to improvement ھذَں¨Successful assessment, cont.ں jSL is part of program review Faculty get support, development Rewards are provided Innovations are planned for, funded The approach is sustainable and intellectually interesting ،:´¨ êّOï 0`ً €ےےے¥!ےےےے™ے3ےےجےج™`ً Q.ےےے<ےےے‰£ڈff™€€ff3`ً ےےے333ےےے3™ےجff™fج`ً 3ےےےK=ےےےج™جfff™جج`ً 3fےےےffےےے™جffےےےجےج`ً ffےےے3fےےےf™ےجےےےج3جج`ً aœ±N‰‍ےےےےج¶R>™جff™`ً 3fےےےY†ےےے3ج3™جےجےے™`ً ےےےففف£²ءج3f™3f£>ے‎?" dd@ےےïےےےےےے&£„ے‎?oAd(@ےےïےےےےےے€n<)ہo<6=ہnA+7ہ%§Z', £nے‎?" dےd@ےےïےےےےےے @@``€€P£R = 7 ,`£(p£>€£>¤ًœpًًًٍ( ً ًًى ً £ً<€0ض’‡؟پƒ؟ہے #"ٌ؟`؟ًہj¾ًأ’ ًTں¨ Click to edit Master title style¢!ھ !ً$ ً ƒً0€ظ’پƒ؟ہے "ٌ؟ًPeذًأ’ ً‍ں¨RClick to edit Master text styles Second level Third level Fourth level Fifth level¢! ھ SًpB ً #ًً€ك’BèCèEء6FءGIIQءUء*VءWءXپ؟ہضے€€èèè@«`€@€$€ےےے€ےےے G"ٌ؟ًغ€ ًBں،0ھ ً`B ً€ sً*D؟ہثgے"ٌ؟ً0€0ًâ ً ƒً0€Hن’پƒ؟ہے "ٌ؟ً^€`ٹًأ’ ً\ں *،ّھًن ً ƒً0€ôé’پƒ؟ہے "ٌ؟ً^°ذٹًأ ’ ً^ں *،ْھًن ً ƒً0€ˆî’پƒ؟ہے "ٌ؟ً^ ٹًأ’ ً^ں *،طھًٹ ً³ًd€پƒ†A‡ء"“ژں‹”ق½h؟ے ?Light horizontal"ٌ؟`ً ےےےففف£²ءج3f™3fˆ‘ٹ‰؛___PPT10‹ië.£ ہ"نث+Dٌ='ٌ ‌ ےےےے=ٌ @Bٌ + ؛Profileîقï €0ًُي€ً ًCً( ً ً ًى ً £ً<€ہ{ح‡؟پƒ؟ہے #"ٌ؟`؟ًp°ذذًأح ًTں¨ Click to edit Master title style¢!ھ !ًف ً ƒً0€ ~حپƒ؟ہے "ٌ؟ًpگذ`ًأح ًWں¨#Click to edit Master subtitle style¢$ھ $ًâ ً ƒً0€\‚حپƒ؟ہے "ٌ؟ً`°`€ًأح ً\ں *،ّھًن ً ƒً0€\‡حپƒ؟ہے "ٌ؟ً`°ذ€ًأ ح ً^ں *،ْھًن ً ƒً0€XŒحپƒ؟ہے "ٌ؟ً` ذ€ًأح ً^ں *،طھًpB ً #ًً€ن‹حBèCèEء6FءGjIQءUء*VءWءXپ؟ہضے€€èèè@«`€@€$€ےےے€ےےے G"ٌ؟ًن°ذ) ًBں،0ھ ًٹ ً ³ًd€پƒ†A‡ء"“ژں‹”ق½h؟ے ?Light horizontal"ٌ؟`ً ےےےففف£²ءج3f™3fˆ‘ٹ‰؛___PPT10‹ië.£ ہ"نث+Dٌ='ٌ ‌ ےےےے=ٌ @Bٌ +î0ï€0 ًک ًً0ً( ً ًًx ً cً$€¸™ح؟ے ًp°ذذًأح ً‍ًx ً cً$€ًڑح؟ے ًpگذ`ًأح ً‍ًH ًƒً0پƒ“ژں‹”ق½h؟ے ?ً ےےے€€€»àم33™™™™جˆ8ٹ0؛___PPT10‹ë.¸Wب شؤ–î0ï €0 ًک0ًً0ً( ً ًًx ً cً$€,s’؟ےًہj¾ًأ ’ ً‍ًx ً cً$€ˆs’؟ےًPeذًأ’ ً‍ًH ًƒً0پƒ“ژں‹”ق½h؟ے ?ً ےےے€€€»àم33™™™™جˆ8ٹ0؛___PPT10‹ë.¸Wبہش¶î0ï €0 ًک@ًً0ً( ً ًًx ً cً$€üٌح؟ےًہj¾ًأ ح ً‍ًx ً cً$€¤ٍح؟ےًPeذًأح ً‍ًH ًƒً0پƒ“ژں‹”ق½h؟ے ?ً ےےے€€€»àم33™™™™جˆ8ٹ0؛___PPT10‹ë.¸Wب0¼ùنî ï€0½ًµ ً (ًMً( ً ً(ً°¢ ً( ƒً0€ْح؟پƒ؟ہےً€ً/† ًPں¨1. 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