Tuesday, March 9th ~ 3:00-4:30pm EST
Webinar Description
Accreditation is sometimes viewed separately from assessment, with accreditation, having a decidedly summative focus and assessment having more of an improvement, formative focus. This distinction interferes with sending a clear message to student affairs professionals that the formative, improvement purpose is what the institution values. In this workshop, student affairs and assessment professionals will understand how to combine the two purposes to gain both the information needed for accreditation and information needed to improve student outcomes. Clearly defined outcomes, necessary to identify valid measures for either purpose, will be discussed. The importance of designing and aligning programs, delivery methods, and measures to foster these outcomes also will be discussed.
Objectives
Participants will understand that validity considerations must drive the selection of measures for both summative and formative purposes. They will learn when an external standardized instrument is appropriate to measure learning outcomes. They will learn why surveys are typically inadequate for either purpose and why it is necessary to specifically define outcomes.
Who Should Attend?
Student affairs professionals, those new to assessment, or assessment administrators hoping to select or develop valid measures for assessment purposes.
Who is the Speaker?
Terri Flateby, Ph.D. served as the Director of Assessment at the University of South Florida, prior to her retirement and the formation of her assessment consulting business. Dr. Flateby earned the baccalaureate at CapitalUniversityand her Ph.D. from USF. She was the Director of Evaluation and Testing for fifteen years, during which time she facilitated faculty development workshops on constructing classroom tests to foster deeper learning and began coordinating assessment activities to strengthen learning. During this time, she engaged in assessment of the General Education curriculum. Her work in assessing and developing writing and cognitive levels (Cognitive Level and Quality of Writing Assessment) and extensive work with other institutions on how to assess learning outcomes has been published in a variety of venues. A frequent workshop presenter at national and regional conferences, she has consulted with institutions on writing and thinking assessment and developing institutional capacity to effectively assess and improve learning.
Innovative Educators
3277 Carbon Place
Boulder, Colorado 80301
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