Embed Size (px)
Citation preview
Assessment of Non-Traditional Programs and Students
Gail Matthews-DeNataleSarah Volkman
Simmons College
Assessment as a Form of Research
IdentifyIssue(s)
DefineResearchQuestion
Design,ImplementStrategy
InterpretData
Act UponFindings
Non-Traditional as the Norm
* NCES 20002 Study, 75% of all undergraduates have at least one characteristic of the non-traditional student
Non-Traditional Is Usually the Norm *• Delays enrollment after high school
graduation • Attends college part time, • Works full time, • Is financially independent, • Has children or other dependents, • Is a single parent, and/or • Has a GED.
Students Needs Shape Both Programs and Assessments
Non-Traditional Student Goals and Needs• Triggers:
• Personal life transition• Desire to advance or change jobs
• Needs:• Flexibility and accessibility• Affordability• Support and mentoring• Recognize life experience as a form
of knowledge (has implications for assessment)
Non-Traditional Programs
• Satellite or offsite programs• Evenings and weekends • “Nano” intensives• Certificate programs• Accelerated degree programs• Blended/Hybrid (many models for this)• Fully Online
Expanding the Possibilitiesfor Higher Education
Goals and Intended Use
Formative, Summative - What’s Your Use?
• To inform future work OR evaluate accomplishments of students
• To inform program offerings OR to evaluate the effectiveness of programs that are in place
Be clear, up front, with yourself and students
Focus of Assessment
What are you assessing?
• Student learning• Portion of a course
(segment of the course or important concept)
• Course (formative or summative)• Degree or certificate program
Thought Experiment: What would a professional in a given discipline (expert) DO with the following?
Begin With Evidence
How might a professionalgo about creating these?
… AND What assessment(s) would provide you with information on what students DID with these?
Then Design Assessment
Or how they went aboutcreating these?
“Non-Traditional” Assessment
In Conjunction with Novice-to-Expert Rubrics
• Group Work• Case Study• Thought
Experiment• Peer-to-Peer
Feedback• Observation &
Shadowing• Role Play &
Simulation• ePortfolio
Draw on Life ExperiencePrepare For New Life Chapter
Assessment Example: Student
Nursing 404Advanced HumanPathophysiology
Assessment Parameters
Non-traditional student: Nurse or nursing student with clinical practice experience
Requirement: Integration and application of core chemical and physiologic competencies
Desired Outcomes: Ability to apply basic principles to a variety of clinical settings
Approach: Clinical case scenarios
The Case Study
• Scenario: Patient comes to the emergency room with shortness of breath and difficulty breathing.
• Data Provided: Physical exam results, chest x-ray, lab results (arterial blood gas – pH, CO2, and HCO3
-)
• Challenge: Determine what is going on with the patient with regard to acid base equilibrium.
What Do They Do With These?
[H+] = 24 X PCO2
[HCO3-]
To Solve THIS Problem
Assessment Outcomes/Analysis
• Professional Expectation: Able to assess a patient for simple acid-base disturbances
• Core Competencies: Understand the chemical equation and the physiology that explains acid-base equilibrium
• Outcome: Student practices integration and application of content to practice experience
Question: How does the student apply core competencies to the scenario? How does this compare with what an “expert” would do?
Assessment Example: CourseSimmons Blended Learning Initiative
http://at.simmons.edu/blended
Improving Courses and Teaching
Strategies:
Self/Peer – Before, During, After Checklists
Student Surveys – CLASSE, BL Assumptions
