The Assessment Office successfully completed its third Assessment Leadership Institute (ALI), which took place on August 10-12, 2015. Twelve participants from 9 schools/colleges and 12 departments received their ALI completion certificates. All of the ALI learning outcomes were achieved and all participants produced and presented a meaningful and manageable assessment plan at the end of the ALI.
100% of the participants reported the Institute as useful and worthwhile, and they would recommend it to their colleagues. The participants left the ALI with energy to invigorate assessment activities in their programs. As one participant shared, It was an outstanding experience to participate in 2015 Assessment Leadership Summer Institute. Monica and Yao provided every [participant] such inspiring and positive, energetic vibes - mahalo, mahalo, and mahalo! (See detailed Evaluation Report).
List of participants who received a 2015 ALI completion certificate:
|Jon-Paul Bingham||Molecular Biosciences and Bioengineering||CTAHR|
|M. Kainoa Fialkowski||HNFAS (Human Nutrition)||CTAHR|
|Robin Hadwick||Shidler College of Business||Shidler College of Business|
|Seunghye Hong||Social Work||Social Work|
|Hong Jiang||Geography||Social Sciences|
|Stephanie D. Kraft-Terry||Biology||Natural Sciences|
|Stephen J. Martel||Geology and Geophysics||SOEST|
|M'Randa R. Sandlin||Tropical Plant and Soil Sciences||CTAHR|
|Stacey M. Takanishi||Institute for Teacher Education||College of Education|
|Alice Tse||Nursing||Health Sciences/Nursing and Dental Hygiene|
|Julianne M. Walsh||Center for Pacific Islands Studies||SPAS|
|John Wiltshire||Ocean and Resources Engineering||SOEST|
News and Updates Archive
Student learning is a campus-wide responsibility, and assessment is a way of enacting that responsibility. The goal of this project is to cultivate a cadre of faculty in different programs to be willing, able, and ready to take a leading role in student learning assessment, including helping their faculty colleagues use assessment to improve teaching and learning. The project is deeply rooted in the principles of community of practice. In this project, faculty will be trained in assessment knowledge and skills and given opportunities to implement assessment activities with support, to mentor their colleagues, and to lead assessment communities on campus. The project uses different options of nominal and monetary incentives with infrastructure support to catalyze the leadership-building process.
Assessment leadership-building serves our office's mission to improve student learning through academic program assessment. It serves the university's mission in helping faculty ensure a fertile, engaged, and ethical learning environment through learning assessment and improvement. This project also helps the university enhance the culture of evidence and meet WASC accreditation Criteria for Review that require that the institution's faculty take collective responsibility for establishing appropriate standards of performance and demonstrating through assessment the achievement of these standards.
Assessment Leadership-Building Model:
The learning outcomes for the Institute are:
- Identify applicable learning assessment principles and practices to enhance student learning.
- Develop learning assessment plans that they can implement in the coming academic semester to support program/institutional level assessment.
- Utilize learning assessment tools to implement assessment plans that is meaningful and manageable.
- To identify venues and locate resources to develop scholarship in teaching and learning utilizing learning assessment.
- To utilize facilitation techniques to guide discussions and collaborative projects.
The Assessment Leadership Institute features
- interactive, hands-on sessions
- one-on-one assistance from learning outcome assessment experts on campus
- insights from professionals with extensive experience designing and implementing assessment methods
- opportunities to build support networks with colleagues and learn from each others’ successes and challenges
- assistance in creating a feasible, sustainable assessment plan for your program
SELECTED INSTITUTE MATERIALS
- Student learning outcomes and curriculum map
- Collect Student Learning Evidence
- Direct vs. indirect evidence of student learning
- Multiple-choice test development and analysis (Handout, Excel exercise file)
- Task/Performance-based instruments: Assignment Design and Scaffolding
- Capstone and Signature Assignment (with facilitation script)
- Portfolios (with facilitation techniques on dot voting and flipchart note-taking)
- Data Collection and Evaluation
- Data analysis and reporting
- Use of results
- Program level assessment project planning
- Engaging Faculty
- Scholarship in Learning Assessment
EVALUATION and TESTIMONIALS
To evaluate the effectiveness and impact of the Institute, we collected multiple measures of quantitative and qualitative data, including:
- Institute daily observation
- End-of-Institute Evaluation Survey
- End-of-Institute participant assessment plan presentation
- Follow-up Support Group observations and meeting notes
- Poster exhibit presentations
- Annual Program Assessment Reports
- Follow-up interviews and surveys
The evaluation results showed that the Institute is highly successful in achieving the Institute learning outcomes and making an impact on program assessment on campus. See the following reports and presentations. For more details, contact Yao Hill at email@example.com.
List of Publications
- Hill, Y. Z. (2014, April). Building and sustaining assessment leaders: A successful model at UHM. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at University of Hawaii at Manoa, Honolulu, HI.
- Hill, Y. Z. (2014, February). Building leaders in learning assessment: An effective model for higher education. Paper presented at the Hawaii Educational Research Association Annual Conference, Honolulu, HI.
- 2013 Institute Evaluation Report