Free Essay Sample about Students' Assessment

Analysis, visualization, and reporting of assessment data

Assessment is meaningless if the data collected does not make any sense to the stakeholders. Therefore data should be analyzed, visualized and reported in a way that it will help stakeholders make decisions using the data presented. A good analysis is one that allows the data to be represented in a manner in which identified goals and objectives can be viewed and their relationship followed (Suskie, 2004). The analysis should use both quantitative and qualitative methods to produce a well-balanced picture of goals and objectives assessed. The analysis should be varied depending on the audience (campus report or accreditors). Finally, the analysis should develop recommendations using identified goals (Suskie, 2004).

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On the other hand, visualization should summarize and present large data into visuals that are simple and easy to understand. Large data is hard to interpret and takes a long time to go through (Pan, 2015). For example when presenting data about the bible to stakeholders, listing a total of 66 books seems hectic. However when subdivided into; Pentateuch 5 books, Historical 12 books, poetic 6 books, prophetic 17 books, gospel 4 books, letters 21 books, and revelation 1 book the data looks simple and easy to follow (thought.com, 2018). Therefore visualization should be clear, use basic visualization such as simple graphs, and use the right chart for the right data, and use color, size, shape, and labels to direct attention to the message (Pan, 2015).

Finally, a report should be comprehensive and simple. However, it could be tailored to meet the specific needs of the audience being addressed. Regardless of the audience, the report should briefly indicate why the assessment was conducted, indicate the major goals, objectives, and intentions of the learning outcomes, explanation of analysis and methods that were used, and resent the major findings (Miller, & Leskes, 2018). In addition, reports should indicate how the results will be used to improve learning, evaluate the assessment plan and outline the steps to be taken. At last, a report should contain an appendix that has a curriculum analysis matrix, data collection methods, outcomes, relevant assignment and any other appropriate information (Academic Programs & Planning, 2018).

Plan for preparing reports of assessment data

The assessment report will have three sections; results of the direct assessment results of the indirect assessment and evidence of the learning process that promotes students learning.

Direct results of what students are learning

Some of the points that will be included in this section include:

• Rating students' skills by their fields
• Scores on different certificate exams
• Portfolio of students work
• Scores on essays, multiple choice questions and final examination of local tests.
• Score gained or lost between entry and exit results
• Classroom responsibilities
• Observed student behaviors (Miller, & Leskes, 2018).

Indirect evidence of student learning

Some of the things that would be included in this sections include

• Course grades
• Grades on assignments
• Student learning satisfaction gathered through interviews, surveys and focus group
• Students rating of their skills, knowledge, and reflection
• Admission rates into graduate programs and graduation rates in case of a four-year program.
• Evaluation of end course questions (Miller, & Leskes, 2018).

Evidence of learning process that promotes students' success

This section would include what students are learning or not learning such as:

• Transcripts, inventory depictions, and course schedules broke down for proof obviously or program intelligence, open doors for dynamic and community-oriented learning, and so on.
• Logs kept up by learners recording time spent on coursework, cooperation with personnel and different students, nature and recurrence of library utilize, and so forth.
• Interviews and focus gatherings with learners, inquiring as to why they accomplish some learning objectives well and others not well
• Many of Angelo and Cross' Classroom Assessment Techniques
• Counts of out-of-class cooperation among staff and students
• Counts of projects that disperse the program's significant learning objectives to all students in the program
• Counts of courses whose schedules list the course's significant learning objectives
• Documentation of the match between course/program targets and appraisals
• Counts of courses whose last grades are constructed in any event to some degree in light of appraisals of reasoning aptitudes and in addition essential comprehension
• The ratio of execution evaluations to paper-and-pencil tests (Miller, & Leskes, 2018).

This report would be presented to the faulty head or the chairman of the department. Questions on improvement would be answered by using evidence on the results to indicate what needs to be done.

In summation, all schools and departments conduct assessments which are aimed at finding the learning outcomes of students. The assessment can be done through direct or indirect measurements. Both of the methods have their advantages and disadvantages. However, since direct assessments indicate the actual results and outcomes of students, the results from direct assessment should be published and stored for future reference.

References

Analysis of Assessment Results | Academic Programs & Planning. (2018). Retrieved from https://academicprograms.calpoly.edu/analysis-assessment-results

Greaney, V., & Kellaghan, T. (2018). Assessing National Achievement Levels in Education. Retrieved from http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547664-1099079993288/assessing_national_achievement_level_Edu.pdf

Hernon, P., & Dugan, R. (2004). Outcomes assessment in higher education. Westport, Conn.: Libraries Unlimited.

Huddleston P, L. (2002). Teaching and learning in further education: diversity and change. RoutledgeFalmer.

G., & Pan, L. (2015). A 5-step guide to data visualization. Retrieved from https://www.elsevier.com/connect/a-5-step-guide-to-data-visualization

Miller, R., & Leskes, A. (2018). Levels of Assessment. Retrieved from https://www.aacu.org/sites/default/files/files/publications/LevelsOfAssessment.pdf

Stevens, D.D. & Levi, A.J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Sterling, VA: Stylus Publishing.

Suskie, L. (2004). Assessing student learning: A common sense guide (2nd ed.). San Francisco: Jossey-Bass.

Turpin, M. (2003). A comparison of direct and indirect assessment on the Texas Academic Skills Program writing subtest and subse...