Assessment for Curricular Improvement Poster Sessions

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Now showing 1 - 10 of 89
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    Implementation of Integrated Performance Assessment (IPA) at Postsecondary Mandarin Chinese Classes
    ( 2023-03-31) Wu, Jing
    This is an ongoing study on Integrated Performance Assessment (IPA) implementation in postsecondary novice-level Mandarin Chinese classes. The primary purpose of this research project is to measure students’ progress toward meeting the Standards for Foreign Language Learning in the 21st century – specifically the three modes of communication: interpretive, interpersonal, and presentational. The preliminary findings suggest that the IPA approach improves student communicative performance, identifies students’ language strengths and weaknesses, determines instructional goals, and encourages proficiency-based language teaching and learning.
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    From Seedlings to Harvest: Successes and Challenges of a Grassroots Approach to Assessment
    ( 2023-03-31) Sung, Priscilla
    Impactful assessment must be responsive to its broader institutional context as well as immediate situational demands. At UCSC, our grassroots approach to equity-minded assessment has evolved in response to cultural values of faculty autonomy, institutional goals centered on equity, and a growing faculty need for support in effectively leveraging new technological tools. While our course-embedded approach has increased faculty engagement in meaningful assessment, we now face the challenge of scaling up this method to serve 130 undergraduate and graduate programs, which we hope to achieve through establishing faculty learning communities. In this session, we will share the processes, skills, and powerful CANVAS data collection tools that our Assessment Team has developed to support annual assessment of over 4000 freshmen in the College 1 course, an introductory critical reading and thinking course. We will discuss this project's successes as well as its ongoing challenges and the larger implications for program-level assessment.
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    Enhancing Direct Observation of Medical Students during the Obstetrics and Gynecology Clerkship
    ( 2023-03-31) Saito-Tom, Lynne
    The Liaison Committee on Medical Education requires that a variety of measures including direct observation be used for the assessment of student achievement, including student’s acquisition of knowledge, core clinical skills (ie. medical history taking and physical examination), behaviors and attitudes. John A. Burns School of Medicine (JABSOM) student surveys between 2019-2022 demonstrated that the inpatient obstetrics and gynecology (OB/GYN) clerkship had the lowest frequency of direct observation when performing medical interviewing, physical exam and procedures compared to other JABSOM clinical clerkships. OB/GYN faculty were surveyed about directly observing medical students during the inpatient rotation. Rubrics to assess the medical students taking the history and performing pelvic examinations were developed to increase the frequency of direct observation and provide formative feedback to students. These rubrics will be piloted, implemented, and studied in the next academic year to evaluate direct observation during the inpatient OB/GYN rotation.
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    Look and Listen: Developing Faculty Competency in Direct Observation
    ( 2023-03-31) Quattlebaum, Thomas ; Kim, Cynthia
    The Accreditation Council for Graduate Medical Education (ACGME) requires that residency programs assess performance in order to guide learning and improvement. Direct Observation, where a faculty member observes a resident conducting part or all of an actual patient encounter and debriefs with the resident afterward, is an essential method for faculty to assess residents and has been shown to increase learner confidence and improve the meaningfulness of performance ratings. Despite these benefits, it has been underutilized in our program. The primary goal of this assessment project is to increase faculty competence, confidence, and engagement in performing Direct Observation by leading a faculty development workshop on this topic. Post workshop surveys demonstrated improvements in faculty confidence, preparedness, and skills. Next steps include piloting a rubric to use for assessment and implementing a system across the program to work toward the ultimate aim of increasing and enhancing Direct Observation of residents.
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    Learning to Teach and Assess Problem Solving in Animal Sciences
    ( 2023-03-31) Odani, Jenee
    Exploring curriculum assessment is an exciting but daunting activity, especially when you first dive in. Faculty are currently reviewing the Animal Sciences BS program to better meet the needs of their students in an ever-changing field. Student learning outcomes and curriculum mapping will be evaluated and updated in the spirit of simplification and streamlining. In one content-heavy course, problem-solving skills will be emphasized. Different methods of assessment of problem-solving skills will be utilized, and the results will be presented.
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    Fashion from Aloha Shirts
    ( 2023-03-31) Lin, Shu-Hwa
    All Fashion Design & Merchandising courses were evaluated and analyzed by rubric for FDM program evaluation and assessment. Senior students use course assignments to create senior portfolios and senior student’s presentations. A total of seven goals and nine outcomes were used to create rubric FDM student’s course learning assessment.
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    Connecting Courses to Competency: Mapping the ATMO Curriculum
    ( 2023-03-31) Griswold, Jennifer
    The Atmospheric Science BS program has strict requirements to meet the National Weather Service requirements for employment with specific courses and topics that need to be covered. The goal of this work was to create a curriculum rubric that maps ATMO program learning objectives to specific courses. In addition, the “introduce, reinforce, and master” nomenclature were added to identify key courses and potential gaps.
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    Mapping Program Learning Outcomes for UNIV Exploratory Courses
    ( 2023-03-31) Eng, Matt ; Makino-Kanehiro, Megumi
    The Mānoa Advising Center (MAC) began teaching their first major exploration course, UNIV 340, in Spring 2014. Since then, three additional courses (UNIV 240, UNIV 140, and UNIV 440) have been added to the Exploratory student curriculum. Although general Student Learning Outcomes were created for each class, overarching Program Learning Outcomes had not been created for all the courses. Based on what we learned at the Assessment Leadership Institute, we created a curriculum map to align the outcomes of all the courses in order to ascertain that courses are being scaffolded in the way we had originally intended. The next steps for the assessment include: having the instructors review the course materials to discuss current practice and negotiate which courses should address which PLOs and to what extent to ensure clear alignment and a more seamless experience for students who elect to take more than one of the Exploratory courses.
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    Graduate Assessment at a Predominantly Undergraduate Institution
    ( 2023-03-31) Doyle, Laura ; Mains, William ; Bachens, Christine ; Brewster, Andrea
    "This project focuses on improving graduate program assessment at a primarily undergraduate-serving liberal arts college. The university has 38 different graduate programs across 6 different schools. Most of the programs lack proficiency exams, a thesis, or other universal culminating experiences. Some are 4+1 programs and many cater to working professionals, and students begin their programs at different points of the year. These conditions have made developing manageable, systematic assessment challenging. In this project, assessment at the graduate level is improved with two main efforts. The first is by providing expanded resources on Educational Assessment targeting graduate programs. The second is working directly with each program to establish or modify assessment plans and, helping programs develop new approaches to assessment, including, for example, the use of portfolio methods for program-level assessment. These efforts aim to have 75% of programs develop assessment plans by the end of the 2022-2023 academic year."
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    Assessment and the Competent Field Education Student: A Rubric for Learning Decolonized Social Work Practice
    ( 2023-03-31) Chung, Aimee ; Lum, Wendy
    Undergraduate students are required to meet all ten competencies in their field education experience, demonstrating competency attainment by the end of the last field course. Nine of these competencies are required by the accrediting body, while the tenth was added by the department. The tenth competency, “Engage, honor, and respect indigenous culture towards decolonized professional practice,” addresses the unique knowledge needed by social workers practicing in Hawaiʻi. Recognizing the importance of this competency and that field students would benefit from more guidance and structure on decolonized practice, the presenters incorporated it into the final presentation assignment. The poster presentation will cover the process of how it was incorporated and the rubric used to assess competency.