use of results

The development and implementation of surveys to assess learning within the College of Education (COE) for students in the final semester of their programs and for mentor teachers who supervise teacher candidates in their final semester of student teaching are detailed in this poster. Outlined through the use of text and data visualization are: (a) the utilization of surveys as indirect evidence of student learning, (b) key considerations and principles when developing new survey instruments and survey scales, (c) recommendations for successful administration of surveys, (d) methods for interpreting survey results, and (e) suggested ways of using survey results for program improvement and assessment reporting.

Program Completion and Mentor Surveys as Indirect Evidence of Learning: From Development to Use

The development and implementation of surveys to assess learning within the College of Education (COE) for students in …

Examples of Program Assessment in Action

The UH Manoa Anthropology Program, established in 1934, is the leading department of anthropology in Hawai'i, the Pacific, and Asia with full subfield offerings in archaeology, cultural anthropology, and biological anthropology. Presently, it offers BA, MA and PhD degree programs. In 2016, twenty-six (26) students were enrolled in the doctoral program. This poster describes the processes by which assessment procedure/tools were selected and/or developed to measure SLO achievements of these doctoral students. Building on the assessment activities conducted during 2014-2015, specific efforts that led to programmatic improvements and enhanced student learning outcomes are outlined, including faculty engagement strategies that were employed. Faculty expectations of students were better clarified in the newly developed PhD dissertation defense rubrics. Next steps involving close-the-loop strategies to further enhance student learning are also described.

The Anthropology PhD Dissertation Defense Rubric: Enhancing Student Learning

The UH Manoa Anthropology Program, established in 1934, is the leading department of anthropology in Hawai’i, the Pacific, …

Use of Program Assessment Results: Best Examples from UH Manoa

This workshop looks at possible ways to use program learning assessment results. How can programs make programmatic changes …

In Spring 2016, the General Education Office identified a need to improve its indirect assessment efforts. Working with the co-creators of the Student Assessment of their Learning Gains (SALG) instrument, the office developed and piloted an assessment plan beginning with the Hawaiian, Asian, and Pacific Focus requirement. Through the pilot, the General Education Office aimed to increase familiarity with SALG in order to educate others about its value in improving the quality of instruction; recruit faculty to pilot the use of SALG in HAP-designated courses; and identify how meaningful, usable assessment data could be extracted from SALG to address programmatic and learning needs within the General Education program. This poster provides information on the SALG instrument, outlines the process taken and challenges involved in implementing a new assessment plan, and identifies important next steps in the process.

Adopting a New Assessment Approach: Using SALG to Evaluate General Education Learning Outcomes

In Spring 2016, the General Education Office identified a need to improve its indirect assessment efforts. Working with …

Facilitating Use of Program Assessment Results for Program Improvement

This workshop shows that using the assessment process and results for program improvement are what makes program assessment …

In fall 2014 and spring 2015 the Botany faculty at the University of Hawaiʻi at Mānoa devised programmatic Student Learning Outcomes (SLOs) and linked them to courses via a curriculum map. This poster outlines how the Botany faculty implemented assessment after such steps were taken. A summary of the assessment plan is presented in this poster along with SLOs, a sample rubric, examples of how exams and courses relate to SLOs, and tips for engaging faculty in assessment.

Advancing Program Assessment Beyond the Curriculum Map: Recent Progress in the Department of Botany

In fall 2014 and spring 2015 the Botany faculty at the University of Hawaiʻi at Mānoa devised programmatic …

This project was to increase the learning and the assessment capabilities in two core Child and Family courses.

Strengthening the Child and Family Specialization Curriculum through Developing Standard, Explicit, and Sustainable Assessments and Outcomes

This project was to increase the learning and the assessment capabilities in two core Child and Family courses. By …

The University of Hawaiʻi at Mānoa’s highest attrition rate occurs between students’ first and second years. This issue may be attributed to students succumbing to the sophomore slump, demonstrated by decreases in grades, motivation, and outlook on college experiences. To address this issue, a campus-wide program comprised of members from both academic and student affairs was established in Spring 2010 and was named the Mānoa Sophomore Experience (MSE). To better understand our student population and how to address their needs, MSE members collaboratively developed, analyzed, and applied the results of three assessment resources: 1) Survey (601 student respondents), 2) Focus groups with students, faculty, and staff (3 separate sessions), 3) Written reflection assignment (over 500 student respondents). Each of the assessment resources examined first- and second-year students and their challenges faced, interest and likelihood of attending MSE activities, level of use of campus resources, what they enjoyed most about attending UHM, and suggestions for MSE programming. Using the data collected from assessment, MSE successfully developed and executed programming for UHM’s first- and second-year students. This poster outlines the assessment methods, sample student programming, and assessment results.

Manoa Sophomore Experience: An Example of Successful Data-Driven Programming

The University of Hawaiʻi at Mānoa’s highest attrition rate occurs between students’ first and second years. This issue …

This poster describes the effort of the Ph.D. Committee in Social Welfare in investigating and improving students’ performance in the qualifying exam. Motivated by an analysis of students’ (cohorts Fall 2010 – 2014) pass rate, faculty reviewed the exam questions, analyzed the course syllabi and exam questions. The committee changed the exam timeline and revised the exam questions so that the exam better reflected the curriculum.

Improving Qualifying Exam Performance—From Assessment Data to Curriculum Alignment

This poster describes the effort of the Ph.D. Committee in Social Welfare in investigating and improving students’ performance …

This poster exhibits the outcomes assessment practices of the BA in Second Language Studies program. While engaging in program assessment, the BA in SLS program has strived to develop an outcomes assessment process that is manageable and sustainable as well as meaningful and useful – a considerable challenge given the various pressures and constraints that many higher education programs are currently facing. This poster shows the process and instruments used for program-level outcomes assessment, the assessment results, and changes made to the program as a result of the outcomes assessment process. It also presents challenges encountered by the undergraduate committee during the outcomes assessment process and strategies employed by the committee to address those challenges.

Striving for Useful and Sustainable Outcomes Assessment

This poster exhibits the outcomes assessment practices of the BA in Second Language Studies program. While engaging in …

The poster describes the steps and resulting standardized student admission procedure for the Communication Sciences and Disorders’ Master program. The process features: (1) admission interview questions crafted based on agreed-on desirable student qualities and (2) the evaluation rubric stemmed from the department core values.

Standardizing admission process to defy the “crystal ball” in student selection to Communication Sciences and Disorders’ Master Program

The poster describes the steps and resulting standardized student admission procedure for the Communication Sciences and Disorders’ Master …

Oral proficiency in Mandarin is one of the core language skills targeted by the Chinese program learning outcomes. This skill is primarily assessed through ACTFL Oral Proficiency Interviews (OPI), a nationally recognized language proficiency test. Given the volunteer nature of the test participation, only BA Chinese major students with more confidence have participated in it. Even though the results have shown that seniors from the Chinese B.A. program is performing above expectation, the program is not satisfied with the interview participation rate. These students contributed the reasons of low level of participation to the lack of confidence and practice. To address this need, the program coordinator collaborated with faculty and re-engineered Chinese 411, a speaking capstone course to prepare students for the OPI test in the Fall 2013. A rubric was developed for students to understand the expectations so that they can prepare with guidance. During this course, students were trained with a series of Advanced Level oral performance tasks: self-introduction, description, narration in different time frames in paragraphs, and report of current event as well as various role-plays. After each module, they produced recordings of performance in simulated interviews similar to OPI. Two assistants outside of the class independently evaluated 6 to 7 oral performance recordings and provided feedback. The result of this curricular change is that students have increased confidence in oral performance and willingness to participate in the OPI.

Improving Oral Proficiency in Chinese Using Simulated OPI Assessment

Oral proficiency in Mandarin is one of the core language skills targeted by the Chinese program learning outcomes. …

A process to conduct an overhaul of the JABSOM curriculum map of the medical education program was conducted, in part, to address a recent accreditation citation. The curriculum map was revised by faculty, reviewed by the Curriculum Committee, and will be utilized at the upcoming annual Curriculum Committee retreat.

JABSOM Medical Education: A Systematic Review Process for a Medical Education Curriculum

A process to conduct an overhaul of the JABSOM curriculum map of the medical education program was conducted, …

Due to the growing diversity of the United States population, various legal mandates and accrediting bodies require doctors to receive training that will allow them to provide optimal care to patients regardless of their cultural backgrounds. More prevalent in medical specialties such as family medicine and psychiatry, the inclusion of cultural competency or cross-cultural care issues in surgery is an emerging area of recognized need. A nationwide survey on residents’ perceptions of their preparedness to provide cross-cultural care revealed that surgical residents view cultural knowledge as important, but were hampered in acquiring these skills due to a lack of time and absence of formal training. The Accreditation Council for Graduate Medical Education requires residency programs to incorporate cultural training into their curricula. Of the six competencies, cultural competency is addressed under both Professionalism and Interpersonal and Communication Skills. With the assistance of the UH Department of Family Medicine and Community Health, the UH Department of Surgery’s general surgery residency program has developed and is currently piloting a cultural standardized patient exam as a means to both train and evaluate its residents. The case scenario involves a surgeon attempting to obtain informed consent from an elderly Samoan male who needs to have his leg amputated or face certain death. All Program Year-1 (PGY-1) residents (n=13) participated in the exam and were evaluated by one of four faculty preceptors using a standardized tool. Using this as the baseline, an educational training intervention is being planned, which will be followed by a post-test.

The Development of a Cultural Standardized Patient Exam for a General Surgery Residency Program

Due to the growing diversity of the United States population, various legal mandates and accrediting bodies require doctors …

Using Program Assessment Results to Improve Student Learning

In this workshop, the facilitator will discuss how faculty members can use program-level assessment results for program improvement. …

The Tropical Medicine Curriculum Committee reviewed the organization and content of the Tropical Medicine MS and PhD core course series (TRMD 604 & 605). The following data relating to Student Learning Outcome #1 (Tropical Medicine Knowledge Base) were assessed: (1) student comments in program review interviews by an external committee and in course evaluations; (2) faculty review of student performance on qualifying examinations over the past 5 years; (3) faculty interviews of current graduate students regarding specific core content and overall fulfillment of the program’s student learning outcomes; and (4) overall demonstration of student proficiency in the various disciplines of Tropical Medicine. The major point emerging from this assessment was that the core Tropical Medicine content, particularly in immunology and virology, was not being adequately covered in the current two-semester Infectious Disease Microbiology course format. Based on the above data, it was decided that the core courses required expansion from two to three semester courses to (1) increase and improve coverage of the major topics in virology, an area of research emphasis in the program, and (2) to provide a background in immunology which is more focused and relevant to infectious disease pathogenesis, immunity, and host:pathogen interactions.

Assessment & Revision of Core Curriculum in Tropical Medicine

The Tropical Medicine Curriculum Committee reviewed the organization and content of the Tropical Medicine MS and PhD core …

Using Program Assessment Results: Closing the Loop

This workshop provided strategies to identify and use existing artifacts and discussed the benefits of using assignments from …

Looking Out, Looking In: Structure for Student Success

School of Architecture -The School of Architecture was established in 1980.-Thirteen faculty members.-The architecture program consists of a …

Faculty have difficulty in clarifying how their assessments and instructional strategies are aligned with both course and General Education learning outcomes in the Instructor-Based designation process. The low number of clear proposals proves the need for the General Education Office to offer an alignment framework with guiding questions.

Developing an Alignment Framework to Support General Education

Faculty have difficulty in clarifying how their assessments and instructional strategies are aligned with both course and General …

Professional Development Sample Models by Mānoa Faculty and Administrators

This site was created for educators, administrators, and faculty at the University of Hawaiʽi at Mānoa and beyond …

The Marine Biology Graduate Program has established an ad-hoc committee to review existing protocols of the comprehensive exam and is collating the most effective elements and best practices from each of academic units across the program. This committee will make recommendations to the MBGP faculty at large for discussion, consideration, and ultimately implementation.

Revising the oral comprehensive exam in the UHM Marine Biology Graduate Program

The Marine Biology Graduate Program has established an ad-hoc committee to review existing protocols of the comprehensive exam …

At the University of Hawaii at Manoa (UHM), the undergraduate geoscience programs are housed within the School of Ocean and Earth Science and Technology (SOEST). In this poster trends in student and programmatic data from the undergraduate Global Environmental Science (GES) Program in SOEST were analyzed. It was determined that additional support was needed for the following: (1) students in their first year of the GES program; (2) a geoscience pathway from the local UHCCs to UHM; and (3) a process to increase recruitment, retention, and graduation rates of geoscience majors in general and Native Hawaiians in particular. Initial results from a multifaceted approach are presented in order to address these issues including curricular changes, geoscience pathways from UHCCs to UHM, summer geoscience research program, and an early warning student performance monitoring system.

Assessment in Paradise: Using Data to Drive Undergraduate Geoscience Initiatives and Programmatic Changes

At the University of Hawaii at Manoa (UHM), the undergraduate geoscience programs are housed within the School of …

This poster presents the assessment of curriculum through the Interprofessional Education committee, which was created in 2015 with the support of the Deans of the John A. Burns School of Medicine, School of Nursing and Dental Hygiene, Myron B. Thompson School of Social Work, the Daniel K. Inouye School of Pharmacy and Director of the Office of Public Health Studies in order to help prepare students for working collaboratively in complex healthcare settings. The process through which the curriculum is assess against the Interprofessional Education Collaborative competencies is outlined. In addition to discussing the identified curriculum gaps and plan for action, a detailed curriculum map is provided.

Working Across Professions to Develop the Interprofessional Education Curriculum Pathway

This poster presents the assessment of curriculum through the Interprofessional Education committee, which was created in 2015 with …

This poster presents examples of academic programs in higher education using learning assessment results for program improvement. The poster defines excellent-use-of-assessment at a large research intensive higher education institution, summarizes ways of using assessment through the content analysis of 238 academic programs assessment reports, provides low-hanging fruit examples in of ways to use results, maps excellent example programs on campus, and illustrates excellence with nine concrete program examples. Not only does the poster show possible ways for programs to use results, it also serves as a showcase of excellence in using assessment results on campus, thus promoting the assessment-for-improvement concept and culture.

Excellent Uses of Assessment Results: A UH Manoa Showcase

This poster presents examples of academic programs in higher education using learning assessment results for program improvement. The …

Exploring possibilities for, and effects of, Integrated Performance Assessments (IPAs) in the Department of East Asian Languages and Literatures, this poster reports an action study using IPAs in an undergraduate beginning Mandarin program. The poster first features a review of IPAs, followed by an overview of curriculum redesign and IPA test reconstruction. The poster then presents a concrete model for IPAs in a Chinese 101 and 102 Beginning Mandarin. Successful teaching activities and assessment task samples will be presented. The effects of this adaptation are demonstrated using quantitative and qualitative data, including oral assessment videos, writing samples, supplementary listening and reading materials, rubrics for scoring, test scores, student self-reflections, and more. The data show that students (1) generally favored using IPAs, (2) took initiative to review the IPA rubrics and to reliably engage in filling out "can-do" checklists, (3) demonstrated a positive correlation between IPAs and traditional test scores. The poster concludes that IPAs can be equally successful, and can offer more, in university foreign language classes.

Implementation of Integrated Performance Assessments (IPA) in Beginning Level Chinese Language Classes

Exploring possibilities for, and effects of, Integrated Performance Assessments (IPAs) in the Department of East Asian Languages and …

Report & Use Assessment Results

Congratulations are in order if you have completed an assessment activity! Assessment results are meant to improve teaching …