Criteria Checklist to Evaluate Assessment Training Plan 

Does your faculty-led, learning-centered assessment training

Notes or comments

 

1. Describe the faculty role, rationale, and motivation for course and program assessment.

 

·          describe benefits

 

 

·          enhance faculty knowledge of active & deep learning

 

 

·          address issues related to faculty evaluation

 

 

·          provide details concerning external expectations and requirements

 

 

2. Inform faculty concerning guidelines for good assessment.

 

·           train faculty concerning assessment guidelines

 

 

·          encourage culturally appropriate, meaningful assessment practices

 

 

·          compare and contrast assessment options

 

 

·          incorporate field-tested assessment practices

 

 

·          discuss the implications of good practices

 

 

3. Address faculty needs and constraints regarding time and workload.

 

·           describe the classroom benefits

 

 

·           encourage manageable practices

 

 

·           emphasize the importance of realistic goals

 

 

·           employ assessment as a learning strategy

 

 

4. Train faculty to implement, document, and communicate assessment results in a manner that closes the loop.

 

·          teach the basics & provide resources exemplifying these

 

 

·           describe various types of assessment data

 

 

·          emphasize clearly articulated, substantive, measurable SLOs

 

 

·           create an opportunity to write SLOs & get feedback

 

 

·           teach methods to improve classroom grading & assessment

 

 

·           provide easily accessible and modifiable material

 

 

·           encourage faculty to select and use an assessment

 

 

·           visualize the dynamic feedback at each phase –stress using data to improve pedagogy, curriculum, and processes

 

 

5. Encourage dialogue with other faculty about assessment and learning outcomes to create cooperation, creativity, and coherency campus-wide.

 

·           share and model techniques for a sustainable forum

 

 

·           emphasize creative, cross disciplinary conversations

 

 

·           promote dialogue to operationalize  SLOs

 

 

·           link course, program, & institutional assessment

 

 

·           emphasize coherent academic & support services assessment

 

 

·           highlight faculty & administration collegiality

 

 

6. Model good teaching and assessment techniques.

 

·           model good pedagogy during the training by

 

 

·           employ active learning & assessment in training

 

 

7. Enhance the learning paradigm on a campus.

 

·          construct learning atmosphere for all stakeholders

 

 

·          encourages decision making based on learning outcomes

 

 

·          assess the use of data in institutional decision-making

 

 

·          build an intrinsic evaluation process into the training