2025 Assessment for Curricular Improvement Poster Exhibit

Live Event: March 28, 2025 – Online via Zoom

Click here to view the Virtual Poster Gallery!
click to view the poster

Join us for the 11th annual Assessment for Curricular Improvement Poster Exhibit to share successful assessment strategies, gather ideas for curricular and co-curricular assessment, and network with colleagues.

Poster Exhibit Timeline

Date (2025)Description
Wednesday, February 19Deadline to Sign-Up to Present
Monday, March 24Asynchronous Viewing: Posters and poster presentation videos available to view online
Friday, March 28

Live poster exhibit (via Zoom)
11:00-11:45 AM HST
Presenter-only poster session to view peers’ work

12:00-1:30 PM HST
Public event online via Zoom – live discussion with presenters

Posters at the 2025 Exhibit

Aquino, Kamakanaokealoha M., Campos, Ruben, Hasager, Ulla, and Sabellano-Tsutsui, Tiare (College of Social Sciences, Hui ʻĀina Pilipili, ACCESS Engagement, University of Hawaiʻi at Mānoa): Developing Pilina: Introducing New Social Sciences Faculty to Kuleana

Blankenship, Chris (Learning Outcomes Assessment, Salt Lake Community College): (Re)creating Faculty Authority in Institutional Assessment | Assessment and Curriculum Support Center

Dorado Wilson, Melanie, Kaun, Nalani, and Tupou, Noe (Academic Affairs, Division I, Planning, Research & Assessment, Hawaiian & Pacific Studies Program, Windward Community College): BOB: Build, Organize, Broaden

Dorsten, Aimee-Marie (Core Education, Point Park University): Untying a Gordian Knot: a Holistic Approach to Improving General Education Assessment

Jones, Nicole (College of Veterinary Medicine – Office of Academic Affairs, University of Georgia): The Development of a Comprehensive Course Review Process for a New DVM Curriculum

Ka’aiakamanu-Quibilan, Kenny and Peruma, Anthony (Information & Computer Sciences, University of Hawaiʻi at Mānoa): Developing Culturally-responsive and Equity-minded Assessment Practices in ICS

Kamanu, Alyssa (Earth Sciences, University of Hawaiʻi at Mānoa): Mapping the Earth Science Undergraduate Curriculum: Assessment of Student Learning Outcomes

Kelly, Jerae (College of Education – Special Education, University of Hawaiʻi at Mānoa): Lōkahi in Action: Faculty-Driven Change in Special Education Teacher Preparation

Okamura, ʻAlohilani, Simpson Steele, Jamie, McMullen, Jamie, and Kelly, Jerae (College of Education – School for Teacher Education, Special Education, Kinesiology and Rehabilitation Science, University of Hawaiʻi at Mānoa): E Hoʻoulu Kākou: Teacher Education and Professional Dispositions

Penaloza, Fiorella and Miranda, Jessica (Business Administration, University of Hawaiʻi at West O’ahu): Enhancing the Student Assessment Process: A Strategic Priority

Spencer, Lisa (Public Administration, University of Hawaiʻi at West O’ahu): Student Success Through Assessment

Umezawa, Kiyomi and Chun, Robyn (Curriculum Studies, University of Hawaiʻi at Mānoa): Evaluating Supports for MEd Early Childhood Education (ECED) Student Capstone Work: Moving Forward Together

Williamson, Cindy, Matthews, April, and Peters, Grace (Office of Accreditation and Assessment, University of Tennessee at Chattanooga): Implementing Requirement for Curriculum Maps as Part of Academic Program Assessment

Who attends the Poster Exhibit? Faculty, staff, and administrators interested in learning assessment for improvement.

Cost? No fee. Free to presenters and attendees.

All sign-ups to present are closed.

You may also view and download the text of the questions to prepare your answers by clicking the following link: Sign-Up Form Questions

Presenter Instructions and Help

Table of Contents

This study was intrigued by the needs to assess oral performance more systematically and to motivate students to take assessment more seriously. The participants of the study were students and faculty of Korean Language Flagship Center (KLFC) MA program in the department of East Asian Languages and Literatures. There was a brief criterion for oral assessment in the program, but it was not enough to meet the aforementioned needs. Therefore, the researcher with the help of faculty in the program and center developed a detailed rubric, Flagship Rubric. Utilizing assessment evidences such as video recordings and student feedback sheets, development phases were as follows: 1) rough version, 2) revision, 3) pilot test, 4) second revision, and 5) ‘Flagship Rubric.’ The poster session will show this process and the product, and how it will be incorporated in the program with a dissemination plan.

Presenter Instructions

  1. Complete the poster presentation sign-up form via Google Forms that is due approximately two months before the live poster session. Information needed:
    • Contact information for presenter and co-presenters
    • Poster title
    • Poster abstract of 50-150 words
    • Confirmation that you or a representative will attend the live Zoom discussion
    • Consent or decline to have your poster published in UHM’s ScholarSpace repository.
  2. Help is available. See below for poster templates, tips, and assistance recording a video presentation. Or, feel free to contact us at airo@hawaii.edu for help with content, design, or technical issues.
  3. Submit a PDF version of your poster to airo@hawaii.edu two weeks before the live poster session.
  4. Optional: submit a 2-5 minute video recording of your presentation to airo@hawaii.edu two weeks before the live poster session.
  5. Engage with attendees at the live Zoom meeting (see above for day and time).

Templates

Please feel free to use the following letter-sized (11″ width x 8.5″ height) templates to create your virtual poster for online poster presentations (PowerPoint Slide/Google Slide).

Tips and Tools

  1. Strategies and Tutorials to Create Effective Posters and Presentations
  2. Suggested Poster Content
    • Basic program information such as the number of faculty and students, degree(s) offered, and number of graduates per year
    • Context of the assessment project: program learning assessment status/history of assessment in your program
    • Description of the assessment project: useful tips, strategies, tools, steps in the process, end products, etc.
    • Highlight how your program used assessment processes/findings for improvement
    • Summary of accomplishments, lessons, strategies/tools to share
    • Acknowledgements–assessment is a team sport
  3. Additional Content Considerations
    • Have a clear theme and organization
      • A program’s assessment efforts may include many accomplishments. Focus on a central theme/problem/project and organize the content to enhance the take-away message.
    • Content is useful for audience
      • Whenever possible, describe the processes, strategies, and tools that others may adapt/adopt. Attendees also appreciate knowing the challenges faced in the assessment project and (possible) solutions.
    • Focus on assessment-for-improvement
      • A primary goal of assessment is program and student learning improvement. Describe the action(s) that the program took in response to the assessment findings or challenges encountered (e.g., redesigning assignments, changing pre-requisites, refining advising practice, increasing faculty collaboration and collegiality).
      • If possible, include the impact on student learning after the program took the action(s).
  4. Sample Topics and Past Presenters
    • Use of assessment results for curricular improvement
    • Curriculum mapping and its role in program assessment and improvement
    • Development and use of a rubric for program assessment
    • Capstone portfolio assessment for curricular improvement
    • For more examples, see posters from the 2023 exhibit.

Evaluation Criteria

1. Poster Design Quality

4 Exceptional. Exceptionally attractive in design, layout, and neatness. The design enhances the content and represents a clear flow of the content. The font size and typeface intentionally signal main and subordinate points/messages and are very easy to read. Graphics (if used) easily and quickly convey the meaning.
3 Proficient. Design, layout, and neatness help the viewer understand the content. The font size and typeface are appropriately sized for easy reading. Graphics (if used) convey the meaning, with the help of the text.
2 Developing. Design, layout, font are perfunctory and do not help or hinder the message.
1 Beginning. Design, layout, font hinder the message. For example, design is cluttered or illogical, layout is confusing, too much text, font size is too small to read.

2. Use of Assessment for Improvement

4 Exceptional. A group of faculty members (or other stakeholders) collaborated to use an assessment process or the assessment results directly and intentionally for the purpose of improvement (of student learning, the curriculum, resource allocation, policies, assessment processes themselves). They implemented the assessment process, engaged in critical reflection, and used the process and/or assessment results to logically inform changes. Bonus points to posters in which a follow-up assessment project was conducted to examine the effectiveness of the changes made.
3 Proficient. Assessment for improvement because the faculty (or other stakeholders) made changes that were informed by assessment processes and/or results.
2 Developing. The faculty (or other stakeholders) discussed possible actions but no clear action has been taken —OR— the faculty made changes but it’s not clear how the actions are tied to the assessment process/results.
1 Beginning. The project focuses on the assessment process or results itself without reflection/discussion/use of the process/results for improvement actions.

3. Faculty Engagement Strategies

(a good assessment process is collaborative)

4 Exceptional. The strategies to engage faculty (or other stakeholders) are really working. Faculty/stakeholders participate in assessment-related activities. They appear involved with an assessment-for-improvement process through their regular participation and ongoing attention to curriculum effectiveness and student learning at the program or institution level.
3 Proficient. Engagement strategies were used because faculty (or other stakeholders) did participate in at least one assessment-related activity aimed at the program/institution level.
2 Developing. The strategies appear to have engaged a few committed folks, but it’s unclear if participation is widespread and if faculty regularly attend to learning and curriculum development at the program/institution level as a result of the strategies.
1 Beginning. It seems to be a project primarily done by one person without participation/engagement from other faculty members.

Best Practice Examples

For best practice examples, please also see the following 2024 poster exhibit award winners:

2024 Poster Awards

Best Faculty Engagement:

Best Use of Assessment for Improvement:

Best Poster Design:

For additional examples, see all 2024 posters or view additional past posters in our archive by clicking here.