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Assessment Resources: Assessment Showcase

Assessment Showcase

2022 Assessment Showcase Agenda

9:30am – 9:45am: Welcome and Opening Remarks (Tony Ribera)

9:45am – 10:00am: Navigating Assessment Reports: A Learning Process (Yuriko Ikeda)

10:00am – 11:30am: Poster Sessions

Assessment of Early Ultrasound Training for Medical Students

Tafline Arbor & Brad Stelflug

Tafline and Brad share the design and efficacy of a newly developed educational module incorporating online didactic and hands-on ultrasound instruction for pre-clinical OMS-2 medical students. The educational module introduces OMS-2 students to ultrasound visualization, clinical applications of point-of-care-ultrasound in an inter-professional setting, and technical aspects of ultrasonographic evaluation in practice. A Canvas course is the repository for online instructional materials that include a PowerPoint file, Panopto recording, pre-quiz, post-quiz, and student satisfaction survey. Quantitative data consist of pre- and post-quiz multiple-choice data and survey data based on a 4-point Likert scale. These data and qualitative, open-response survey data are presented.

Direct Assessment in Art & Design

Kevin Rudynski

The Department of Art & Design uses student visual portfolios to directly assess student learning. Reviews of student portfolios occur at the end of the foundation program, the end of the junior year, and upon completion of the senior exhibition. Reviews occur 4-6 times during an academic year depending upon student readiness and are open to all for observation. Students at each review level work in advance of their review with a faculty member who serves as the review committee chair. The department examines trends to inform curricular revisions. Learn more about this meaningful and transparent assessment approach.

Making FYS ‘HIP’ with a Signature Syllabus & Peer Mentors

Tyler Paul & Holly Gastineau-Grimes

Fall 2022 First Year Seminar classes featured a ready-made signature syllabus and a new peer mentor program. COVID and social distancing offered Marian University an opportunity to revitalize programming through a new shared signature syllabus and pilot peer mentor program. The signature syllabus embraced student comments and responded to the need for more orientation pieces, more connections to student services, and more awareness of self and other. Peer Mentors are a proven ingredient in the recipe for success for the First Year Experience and Seminar. Tyler and Holly share data from student surveys and focus groups guiding assessment for continual revisions and improvements.

Preliminary Findings: Survey of Faculty Assessment Practices and Perceptions

Paul Bible, Carina Collins, George LaMaster, Ruth Ozug, & Tony Ribera

According to the National Institute for Learning Outcomes Assessment, educators engaging in equitable assessment: (a) reflect on their biases and assumptions; (b) gather and consider student perceptions; (c) use multiple approaches to assess student learning; (d) meaningfully disaggregate assessment data; (e) share assessment results and actions with students; and (f) make evidence-based improvements that address equity issues. An anonymous, online survey was developed by a learning community focused on equitable assessment and administered to all Marian faculty during the Spring 2022 semester. This poster highlights preliminary survey findings and perceived challenges that prevent faculty from engaging in equitable assessment.

Redesigning Equitable Math Placement

A.J. Antonelli, Alex Reynolds, & Sarah Klanderman

As many higher education institutions veer away from placement based on standardized testing, many departments including our own are seeking data-driven placement alternatives that will properly support students. This project analyzes previous students' math placement data using research-based algorithms and machine learning to model and predict future course placement. One of the key considerations in this work will be deciding and reporting the features and characteristics that best contribute to accurate and successful student placements. A.J., Alex, and Sarah include lessons learned so far with an overview of the methodology, highlighting the work of undergraduate student researchers.

Student Engagement in Assessment & Design of Open Educational Resource Course Content

Caitlin Balgeman, Michael Slavkin, & Jeff Kellogg

Open textbooks provide Day 1 access to course content for all students at zero cost. However, one area of growth for open textbooks is ancillaries such as test banks. These valuable resources have not yet been created for many open textbooks, which is often cited by faculty as a deterrent to using OERs. Fortunately, open licensing afforded by OER means that faculty and students can create ancillaries tied to these textbooks and make them freely available to others involved in learning the same material. This poster introduces an open pedagogical model of assessment that prioritizes learner-driven education and public contexts that can be replicated in other courses.

Using a Novel Self-Reflection and Planning Tool to Increase Persistence in Biology

Karla Kinkade

This study aims to determine if persistence in the biology major and/or science identity can be increased by using a novel self-reflection tool which allows students to visually track their academic journey towards a science career.  This tool is introduced in tandem with an activity that uses NSF data to track persons who share a student’s characteristics (discipline, gender, ethnicity, race, and/or disability) through academic and professional careers in the sciences.  These activities allow students across diverse backgrounds to better understand academic disparities in STEM, and to identify support opportunities that could help them reach their academic and career goals.

Wrestling with Ethics in the American Presidential Campaign System

Evan Casey

As an interesting and innovate way to experience American civics at work, students will be involved in creating their own “Presidential Campaign” in HIS 100 – Civics and Democratic Engagement. During this process, students will not only learn about the American presidential nomination process, but students will be compelled to deal with ethically challenging situations during the development of the campaign. The new civics course is designed to identify multiple approaches to solving a problem as part of the general education. The campaign assignment will assess this objective by synthesizing information from various sources, presenting information creatively, and integrating reflection.

11:30am – 11:45am: Let’s Be Direct About Indirect Assessment (Michelle Meer)

11:45am – 12 Noon: Closing Remarks (Tony Ribera)