Instructional Innovation

Dorothy Dean,
Assessment Committee Co-chair   
ddean@icc.edu/ (309)694-5316

Jill Wright,
Assessment Committee Co-chair   
jwright@icc.edu/ (309)694-5361

DEPARTMENT ASSESSMENT ADVOCATES: 

Brad Everett – Public Services and Community Outreach/Adjunct Faculty

Lani Greenway- AIT

Bill Hammer and Diane Schulz – Health Careers

Kari Janecke – Arts and Communication

Ken Mellendorf – M/S/E

Jen Richrath – English and Language Studies

Paulette Sibrel – BIS

Jon Stamm – Social Sciences

Additional Committee Members: 

Dr. Leah Adams-Curtis, Dr. John Avendano, Scott Dunham, Janice Kinsinger, David Cook, Jack Teal, John Tuccillo (Faculty alternate)

Assessment & Evaluation:
What is the difference?

The difference between assessment and evaluation. [PDF]

Assessment: General Education Goals

General Education Goals Project Form [.doc]

Timeline for Assessment of General Education Goals Project [PDF]

WHAT IS CLASSROOM ASSESSMENT?

Classroom Assessment is the observation
of students in the process of learning, the collection of frequent feedback on students' learning, and the design of modest classroom experiments that provide information on how students learn and how students respond to particular teaching approaches. Classroom assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning. Faculty can then use this information to refocus their teaching to help students make their learning more efficient and more effective. 

Classroom Academic Assessment Report [.doc]

DepartmentAcademic Assessment Report Form [.doc]

Classroom Student Assessments

All faculty should complete the college classroom student assessments following the instructions, as delivered to them in campus mail. After grades are posted, you will receive the completed assessment instruments in their original packet (from your Associate Dean).

How should you use these student assessment results?
View the narrative comments, reflect on what they have to say, and determine if you should make changes based on the comments. Would you like to revise your teaching to better impact student learning? Talk with your colleagues, mentors, Teaching Chairs, Associate Deans and/or the Teaching and Learning Center staff to help you make some revisions to improve student engagement and enhance student learning. 

TIPS for PRETEST/POSTTEST ASSESSMENTS

1. Determine what main concepts students should learn from the course or unit and design the test to focus on those concepts.
2. Keep the exam short enough to be completed easily in a 50-minute period.
3. Use a student identification system that will allow you to discard the test results of students who, for whatever reason, took only one test.
4. Use a test item analysis to assess the degree of mastery for each concept as well as overall mastery of the course.
5. When deciding the best time to give the posttest, consider the other demands on students at the end of the semester. Perhaps it would be better to give the test before finals week.