Workshops and Presentations

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https://hdl.handle.net/10125/45028

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Now showing 1 - 10 of 26

Using Assessment Results at a Large Research University: Methods of Analysis and Exemplary Practices
(2022-06-07) Stephens-Chu, Maura
How can we capture and showcase ways that degree programs use their learning assessment results in a systematic and meaningful way? This session presents the method of meta content analysis of program learning assessment reports, including developing a coding scheme, checking inter-rater consistency, and reporting and using analysis results. I also illustrate with concrete examples the major ways that degree programs at a large research institution used assessment results. The analysis and showcase are extremely beneficial because they detail the extent and type of utilization and provide clear examples that serve as models for other programs. The session ends with suggestions for activities to showcase program accomplishments and promote a culture of using assessment for learning improvement. Viewers will be introduced to a content analysis method applied to program assessment reports, be inspired by examples of how degree programs used their results, and learn how we have showcased use-of-results examples.
Graduate Program Assessment-for-Learning-Improvement Showcase
(Assessment and Curriculum Support Center and Graduate Division, 2021-11-03) Hill, Yao Z.; Hong, Seunghye; Mashima, Pauline; Menchaca, Mike; Saffery, Maya
Meaningful learning assessment, when done well, can serve as a powerful tool to enhance students’ learning environment, foster a shared vision among faculty, and enhance a program’s educational quality. Have you ever wondered how learning assessment can be done in a feasible yet meaningful way for both our students and faculty? Join us in this panel session that features exceptional graduate programs and faculty who will share their tales of assessment for learning improvement (i.e., stories of how assessment processes and findings lead to curriculum changes that result in improved student learning). Learn about a variety of creative and thoughtful ways to conduct learning assessment from our colleagues in Communication Sciences & Disorders MS, Hawaiian MA, Learning Design and Technology PhD, and Social Work MSW programs. Participants will learn: what counts as assessment-for-learning-improvement and assessment resources; data collection strategies; strategies to lead collaborative curriculum discussions and decisions; and methods to evaluate learning improvement. Participants will also have the opportunity to interact with a panelist of their choice in breakout rooms.
Civic Engagement Assignment Design
(Assessment and Curriculum Support Center & Center for Teaching Excellence, 2022-03-08) Hill, Yao Z.; Pascua, Atina; Hasager, Ulla
Do you want to improve the design of civic engagement assignments to maximize student learning and to meet institutional expectations? Come to this highly interactive workshop to learn about civic engagement assignment design principles and strategies. Bring assignment instructions to receive constructive feedback from peers and experts in civic engagement instruction and research. Offer your insights and suggestions to others. Walk away from the workshop with concrete plans to enhance assignments that lead to deep reflection and development in students. After a brief introduction of the assignment design principles and tools, participants will join small group breakout rooms to share and receive peer feedback through a structured discussion, facilitated by experienced civic engagement instructors and experts. Our expert team includes Atina Pascua, the UH Mānoa Director of the Office of Civic and Community Engagement; Ulla Hasager, College of Social Sciences Director of Civic Engagement; and Yao Zhang Hill from the Assessment and Curriculum Support Center. The workshop will end with a group reflection on civic engagement assignment design tips and strategies.
Advanced Degree Institutional Learning Achievement Investigation: Methods and Opportunities for Action
(Assessment and Curriculum Support Center, 2021-10-26) Stephens-Chu, Maura; Hill, Yao Zhang
This presentation describes the process and results of an institutional assessment project that investigated advanced degree program learning achievement through a meta-analysis of 2018-2020 program assessment reports. Our analysis shows a high level of learning achievement with 95% to 97% of advanced degree students meeting expectations of Institutional Learning Objectives. We provide recommendations for programs to overcome challenges relating to the quality of program assessment and achievement results identified in some reports. Additionally, the presentation highlights our communication and collaboration strategies among key constituencies on campus in an effort to enhance the quality of graduate program learning assessment.
Showcasing Assessment Excellence Online: Strategies for Organizing a Successful Online Poster Exhibit
(2021-07-27) Hill, Yao Z.; Stephens-Chu, Maura; Alarilla, Adrian
In this presentation, we share with fellow assessment practitioners how we organized an online assessment poster exhibit at a large public research-intensive university. We will present the strategies used to recruit and support presenters in producing high quality posters, and strategies used to publicize and promote the event to attract attendees. Participants will leave with resources and templates to support assessment poster development for faculty and concrete tips to organize an assessment showcase poster event that provides a positive learning experience for both presenters and attendees.
Graduate Program Learning Assessment: Processes, Tools, and Resources
(Assessment and Curriculum Support Center and Graduate Division, 2021-04-13) Hill, Yao Z.; Stephens-Chu, Maura; Logan, Joy; Gazan, Rich; Rao, Kavita; Aune, Krystyna; Maeda, Julienne
Wondering how to move beyond the pass rate for theses/dissertations and gain in-depth insights into our students’ achievement and learning needs? This workshop invites faculty and graduate program curriculum leaders to explore meaningful and feasible ways to engage in collaborative inquiry of student learning in graduate programs. Assessment and Curriculum Support Center will introduce graduate program learning assessment and best practices on campus. Several graduate program assessment leaders will share their own meaningful and collaborative assessment practices in the context of their discipline. Participants will take away concrete tools and resources to inform their program’s assessment process. Additionally, participants are invited to receive individual consultation from the workshop presenters in Zoom breakout rooms.
Assessment in SENCERized Courses: Strategies, Resources, and Call-for-Actions
(2021-02-04) Hill, Yao Zhang
The presenter explains the needs and advocates the use of multiple assessment products to address common SENCER outcomes including research/analysis reports, authentic products, and student reflections. The presenter will suggest appropriate assessment tasks, sources of evaluation rubrics, and assessment resources for assessing each of the three common SENCER outcome domains: science knowledge and practice skills, civic literacy and dispositions, and science communication. The SENCER community are encouraged to engage in the development of SENCER signature assignments and SENCERized rubrics.
Using NSSE as Indirect Assessment of Learning
(2020-01-28) Hill, Yao Zhang
This presentation explained the process of identifying relevant NSSE items as indirect assessment of learning and how the Univeristy of Hawaii Manoa has used the NSSE data to support institutional learning outcomes assessment. The presenter provides concrete suggestions for colleges and programs to use NSSE App and data to supplement program learning assessment activities and decision-making.
Efficient Strategies for Meaningful Program Learning Assessment Part II: Facilitating Collaborative Curriculum Discussion
(Assessment and Curriculum Support Center, 2020-10-30) Hill, Yao Z.
In this two-part workshop, program assessment and curriculum leaders will take away strategies to efficiently engage faculty in program learning assessment activities that lead to meaningful reflection and action on program quality. In Part I of the workshop, participants will learn two efficient ways of collecting assessment results through: (1) faculty reflection on student performance and (2) use of existing data. In Part II of the workshop, participants will learn three strategies to engage faculty in collaborative reflection and action on assessment results: (1) organizing assignment charrettes, (2) investigating curriculum pathways using curriculum maps, and (3) generating shared expectations through rubric development. A combination of presentation, reflection, and small group discussions will be used to help participants receive peer feedback and walk away with concrete ideas for manageable and meaningful program learning assessment practice.
Efficient Strategies for Meaningful Program Learning Assessment Part I: Data Collection
(Assessment and Curriculum Support Center, 2020-10-23) Hill, Yao Z.
In this two-part workshop, program assessment and curriculum leaders will take away strategies to efficiently engage faculty in program learning assessment activities that lead to meaningful reflection and action on program quality. In Part I of the workshop, participants will learn two efficient ways of collecting assessment results through: (1) faculty reflection on student performance and (2) use of existing data. In Part II of the workshop, participants will learn three strategies to engage faculty in collaborative reflection and action on assessment results: (1) organizing assignment charrettes, (2) investigating curriculum pathways using curriculum maps, and (3) generating shared expectations through rubric development. A combination of presentation, reflection, and small group discussions will be used to help participants receive peer feedback and walk away with concrete ideas for manageable and meaningful program learning assessment practice.

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