Multiple Methods of Assessment

1.1     plan how programs can be successfully implemented, modified, and adapted

1.2    overview models of change, the change process, and implications of change

1.3    overview models of change, the change process, and implications of change

1.4    describe how one can   create a "climate for change"

1.5    develop your own plan for personal/professional   growth in terms of your vision of the best you you   can be

2.0 UNDERSTANDING of EVALUATION and EVALUATION PROCEDURES

2.1 create a generalized model of evaluation and apply it to the process of program improvement

2.2 define and use correctly terms frequently associated with evaluation

2.3 identify the various options one has in terms of evaluating a course

2.4 distinguish the uses, advantages, and limitations of each evaluation option

2.5 identify the steps and precautions in planning a written or performance test

2.6 identify and make provisions for the factors involved in conducting wide-based evaluations using a variety of tools and procedures

2.7 specify and incorporate means of making quality assessments that promote critical thinking, problem-solving and decision-making, creativity, and application of knowledge and skills

2.8 identify and apply the means one has for improving evaluations

2.9 interpret assessments and results in terms of improving instruction and learning

3.0 SKILL in CREATING EVALUATION TOOLS

3.1 skill in writing evaluation items that measure educationally-valuable outcomes in as authentic a context as possible

3.2 skills in conducting observations and in using checklists, rating scales, rubrics, and exemplars to help objectify observational data

3.3 awareness of the following aspects of the various evaluation tools and approaches - purpose, use, strengths, limitations, precautions

3.4 skill in developing instructor and course evaluation/feedback instruments

3.5 skill in designing a set of reasonable and challenging course expectations

3.6 skill in preparing students for tests and test situations

3.7 skill in charting a path for smooth transitions and implementations

4.0 ADOPTION of a POSITIVE ATTITUDE and STANCE toward ASSESSMENT as a REGULAR PART of a NORMAL LEARNING CYCLE: Assessment as Learning More than as Grading and Accountability

4.1 recognize the value of effective learning, teaching, study, and test-taking habits

4.2 choose from a wide variety of assessment options according to one’s purpose[s] and constraints in connection with increased intentional learning

4.3 evaluate learning and study and test-taking habits in the light of test results and create a plan for the promotion of growth from this point forward

4.4 view evaluation tools as a means of providing feedback regarding the effectiveness of learning and of teaching as well as of the formation of positive attitudes toward lifelong learning

4.5 adopt the stance that change is natural and beneficial and welcome it as a means of continuous growth and improvement

4.6 improve your own learning, study, presentation, test-making, and test-taking skills