New Assessments in Higher Education with Computers by: Prof Lili Saghafi

Professor Lili Saghafi @Lili_PLSProfessor Lili Saghafi @Lili_PLS 11
New AssessmentsNew Assessments
inin
Higher EducationHigher Education
with computerswith computers
By: Professor Lili Saghafi
proflilisaghafi@gmail.com
Montreal 2018
Twitter: @Lili_PLS
Prepared for
International Congress on Science and Education
28-30 September 2018
www.ubek-icse.com

What is assessment?What is assessment?
•• Assessment is the measurement ofAssessment is the measurement of
what students are learning.what students are learning.
•• Assessments provide educators withAssessments provide educators with
both objective and subjective data inboth objective and subjective data in
order to ascertain studentorder to ascertain student’’s progresss progress
and skill mastery.and skill mastery.

Assessment BasicsAssessment Basics
•• Assessments can take manyAssessments can take many
forms and can be designedforms and can be designed
for many reasons.for many reasons.

Types of AssessmentTypes of Assessment
1.1. DiagnosticDiagnostic
2.2. FormativeFormative
3.3. SummativeSummative
4.4. NormNorm--referenced testsreferenced tests
5.5. CriterionCriterion--referenced testsreferenced tests
6.6. Interim/Benchmark AssessmentInterim/Benchmark Assessment
–– One way to think about it: Evaluates studentOne way to think about it: Evaluates student
performanceperformance at periodic intervals, frequentlyat periodic intervals, frequently at theat the
end of a grading periodend of a grading period. Can predict student. Can predict student
performance on endperformance on end--ofof--thethe--year Summativeyear Summative
assessments. Another way to think about it:assessments. Another way to think about it: BarBar
graph growth through a yeargraph growth through a year
Computer Adaptive AssessmentComputer Adaptive Assessment
The Virtual Performance Assessment (VPA)The Virtual Performance Assessment (VPA)

•• Diagnostic:Diagnostic: Given at theGiven at the beginningbeginning of theof the
school year, or the beginning of a new unitschool year, or the beginning of a new unit
of study,of study, a diagnostic test attempts toa diagnostic test attempts to
quantify what students already knowquantify what students already know
about aabout a topic.(topic.(entranceentrance Quiz )Quiz )
•• Formative:Formative: Given throughout theGiven throughout the
learning process,learning process, formative assessmentsformative assessments
seek to determine howseek to determine how students arestudents are
progressing through a certain learningprogressing through a certain learning
goal.goal. ( pop up Quiz, midterms)( pop up Quiz, midterms)

•• Summative:Summative: Given atGiven at the endthe end of the yearof the year
or unit, Summative assessmentsor unit, Summative assessments assess aassess a
studentstudent’’s mastery of a topic afters mastery of a topic after
instructioninstruction.( Final exam , Final Projects).( Final exam , Final Projects)
•• NormNorm--referenced tests:referenced tests: These testsThese tests
measure students against a nationalmeasure students against a national
““normnorm”” or average in order to rankor average in order to rank
students against each otherstudents against each other. The SAT,. The SAT,
ACT, Basic Skills Test, and other majorACT, Basic Skills Test, and other major
standardized tests are normstandardized tests are norm--referenced.referenced.

•• CriterionCriterion--referenced tests:referenced tests: TheseThese
tests measure student performancetests measure student performance
against a standardagainst a standard or specific goalor specific goal..

Interim/Benchmark AssessmentInterim/Benchmark Assessment
–– One way to think about it:One way to think about it: EvaluatesEvaluates
student performancestudent performance atat periodicperiodic
intervalsintervals, frequently at the end of a, frequently at the end of a
grading period.grading period.
–– Can predict student performanceCan predict student performance onon
endend--ofof--thethe--year Summative assessments.year Summative assessments.
–– Another way to think about it:Another way to think about it: Bar graphBar graph
growth through a yeargrowth through a year

Question TypesQuestion Types
•• Multiple choice:Multiple choice: These questions provide students with aThese questions provide students with a
stem and a set of discrete possible answers from whichstem and a set of discrete possible answers from which
students must choose the correct one. The possible answersstudents must choose the correct one. The possible answers
generally includegenerally include one correct answer and three to fourone correct answer and three to four
distractersdistracters, designed to mimic the common misconceptions, designed to mimic the common misconceptions
students have about the concept being tested.students have about the concept being tested.
•• Constructed response:Constructed response: These questions require a writtenThese questions require a written
response. Usually they include a oneresponse. Usually they include a one--part question, andpart question, and
students respond bystudents respond by writing a paragraph or short essaywriting a paragraph or short essay, or, or
building and solving an equation.building and solving an equation.
•• Extended constructed response:Extended constructed response: These questions, like theThese questions, like the
constructed response, require a written answer. The reasonconstructed response, require a written answer. The reason
they arethey are ““extendedextended”” is that they areis that they are multimulti--part questionspart questions,,
requiring students to answer the first part of the questionrequiring students to answer the first part of the question
before answering subsequent parts, which may requirebefore answering subsequent parts, which may require
reflection on or further explanation of an answer given in areflection on or further explanation of an answer given in a
previous section.previous section.

•• Technology enhanced:Technology enhanced: These items are givenThese items are given
inin computer delivered assessmentscomputer delivered assessments..
•• Technology enhanced itemsTechnology enhanced items require students torequire students to
interact with the material in various waysinteract with the material in various ways——
throughthrough actions like dragging and droppingactions like dragging and dropping
information, highlighting relevant text, andinformation, highlighting relevant text, and
completing sentences or equations fromcompleting sentences or equations from
items in a dropitems in a drop--down menu.down menu.

•• Performance task:Performance task: These items requireThese items require
students to use multiple stimuli/stimulusstudents to use multiple stimuli/stimulus
to solve a problem or create somethingto solve a problem or create something
new.new.
•• Performance tasks are usuallyPerformance tasks are usually scored with ascored with a
rubricrubric, which includes the criteria students must, which includes the criteria students must
keep in mind while developing their solution.keep in mind while developing their solution.
•• Performance tasks inPerformance tasks in The English LanguageThe English Language
Assessment (ELA)Assessment (ELA) may include readingmay include reading
multiple essaysmultiple essays and synthesizing the ideasand synthesizing the ideas
into their own writing.into their own writing.
•• In math, these tasksIn math, these tasks may ask students tomay ask students to
analyze charts and graphsanalyze charts and graphs and write out aand write out a
plan for using the data in a real worldplan for using the data in a real world
application.application.

•• Informal:Informal: This category covers a wideThis category covers a wide
range of tasks,range of tasks, from checklists tofrom checklists to
observations.observations.
•• Informal assessment doesnInformal assessment doesn’’t lead tot lead to
a scorea score, but it does help teachers gather, but it does help teachers gather
important insights about students. (important insights about students. (
surveys )surveys )

Delivery MethodsDelivery Methods
•• Pencil and paper:Pencil and paper: ThereThere’’s no need for as no need for a
lengthy description with this delivery method.lengthy description with this delivery method.
Examples includeExamples include tests, quizzes, mind maps, andtests, quizzes, mind maps, and
essays.essays.
•• Online:Online: Modern assessments are moving online,Modern assessments are moving online,
as can be seen with those developed for theas can be seen with those developed for the
Common Core State StandardsCommon Core State Standards, which are, which are
given strictly in that format.given strictly in that format.
•• Online tests mean each student needs access toOnline tests mean each student needs access to
a device on which to take the assessment.a device on which to take the assessment.
•• Students also need strongStudents also need strong digital literacy skillsdigital literacy skills inin
order to successfully navigate the demands oforder to successfully navigate the demands of
online testing.online testing.

Delivery MethodsDelivery Methods
•• Adaptive:Adaptive: TheseThese online testsonline tests adapt as theadapt as the
user progresses through the questions.user progresses through the questions.
•• As a student gets answers correct, the programAs a student gets answers correct, the program
adjusts and gives the student increasingly moreadjusts and gives the student increasingly more
difficult questions.difficult questions.
•• The converse is true, and the test will adapt toThe converse is true, and the test will adapt to
asking simpler questions to a student who isasking simpler questions to a student who is
struggling with grade level topics.struggling with grade level topics.
•• Adaptive testing gives educators a much broaderAdaptive testing gives educators a much broader
picture of studentspicture of students’’ ability levels.ability levels.
•• Rather than just labelling students on, above, orRather than just labelling students on, above, or
below grade level, abelow grade level, a studentstudent’’s actual level ofs actual level of
knowledge can be assessed.knowledge can be assessed.

ScoringScoring
•• Assessments can be scored byAssessments can be scored by hand, by computer, orhand, by computer, or
by combination of both.by combination of both.
•• Many online assessment programs andMany online assessment programs and appsapps can scorecan score
quantitative items, like multiple choice, drag and drops,quantitative items, like multiple choice, drag and drops,
and filland fill--inin--thethe--blanks, and other item types that haveblanks, and other item types that have
specific correct answers.specific correct answers.
•• Items likeItems like performance assessmentsperformance assessments and essaysand essays
are still left for teachers or humanare still left for teachers or human--scorers toscorers to
assess.assess.
•• Reliability and validity of testingReliability and validity of testing are two thingsare two things
that are considered when assessments arethat are considered when assessments are
adopted.adopted.

ScoringScoring
•• ReliabilityReliability refers to the likeliness of therefers to the likeliness of the
scores and outcomes to be repeated inscores and outcomes to be repeated in
several different populations of testseveral different populations of test
takers.takers.
•• ValidityValidity refers to how the assessmentrefers to how the assessment
outcomes are interpreted and applied.outcomes are interpreted and applied.

When scoringWhen scoring
•• The goal of standardized testing isThe goal of standardized testing is toto
be fair and impartial;be fair and impartial;
•• however, whether or not this goal ishowever, whether or not this goal is
actually realized in todayactually realized in today’’s assessments iss assessments is
controversial,controversial,
•• asas itit’’s nearly impossible for one tests nearly impossible for one test
to be fair to all student populationsto be fair to all student populations..

Assessment ResourcesAssessment Resources
•• There are tons of great assessment resourcesThere are tons of great assessment resources
and ideas online.and ideas online.
•• LetLet’’s take a look ats take a look at how each type ofhow each type of
assessment can be assisted withassessment can be assisted with
technology.technology.
•• WeWe’’ll also explore some more unique ways toll also explore some more unique ways to
monitor studentsmonitor students’’ understanding and progress (understanding and progress (
E portfolios and projects ).E portfolios and projects ).

Examples of Assessment ResourcesExamples of Assessment Resources
•• Western Washington UniversityWestern Washington University
•• James Madison UniversityJames Madison University
•• Research and Practice in AssessmentResearch and Practice in Assessment

Diagnostic AssessmentDiagnostic Assessment Apps andApps and Software(Software(aa diagnosticdiagnostic
test attempts to quantify what students already knowtest attempts to quantify what students already know
about a topicabout a topic
•• iReadyiReady:: This program providesThis program provides adaptive diagnostic testingadaptive diagnostic testing
and willand will report on student mastery down to the subreport on student mastery down to the sub--skillskill
levellevel..
•• The program is adapted by state and district standards, as wellThe program is adapted by state and district standards, as well
as by which Common Core test your state has adopted (ifas by which Common Core test your state has adopted (if
itit hashasadoptedadopted one).one).
•• The product is not cheap ($6 per student per diagnostic test),The product is not cheap ($6 per student per diagnostic test),
butbut there are tests for both math and readingthere are tests for both math and reading
diagnostics.diagnostics.
•• For an additional fee ($30 per student per test), schools canFor an additional fee ($30 per student per test), schools can
pay for prescribedpay for prescribed personalized lessonspersonalized lessons based on thebased on the
studentstudent’’s diagnostic results.s diagnostic results.
•• Education GalaxyEducation Galaxy:: Education Galaxy also offers diagnosticEducation Galaxy also offers diagnostic
testing.testing.ThereThere is a free versionis a free version for teachers that doesnfor teachers that doesn’’tt
include all of the bells and whistles as the paid version, but sinclude all of the bells and whistles as the paid version, but stilltill
providesprovides diagnostics by standard and skill and prescribes adiagnostics by standard and skill and prescribes a
learning path for instruction based on test results.learning path for instruction based on test results.

OtherOther Diagnostic AssessmentDiagnostic Assessment
IdeasIdeas
•• Observation:Observation: Watching how students solve a problem can lead toWatching how students solve a problem can lead to
further information about misunderstanding.further information about misunderstanding.
•• Discussion:Discussion: Hearing how students reply to their peers can help aHearing how students reply to their peers can help a
teacher better understand a studentteacher better understand a student’’s level of understanding.s level of understanding.
•• Confidence Indication:Confidence Indication: On a traditional pen and paper test,On a traditional pen and paper test,
include a way for students to indicate how confident theyinclude a way for students to indicate how confident they
are in their answersare in their answers. Letting students self. Letting students self--report can tell teachersreport can tell teachers
a lot about a studenta lot about a student’’s prior knowledge of the material.s prior knowledge of the material.
•• Categorizing:Categorizing: Let studentsLet students sort ideas into selfsort ideas into self--selected categories.selected categories.
Ask them to explain why such concepts go together.Ask them to explain why such concepts go together. This will giveThis will give
you some insight into how students view topics.you some insight into how students view topics.
•• Interviews:Interviews: Design questions thatDesign questions that get to the heart of whatget to the heart of what
youyou’’re planning to teachre planning to teach. Interview students to gauge each. Interview students to gauge each
childchild’’s understand of the topic. Yous understand of the topic. You’’ll come away with a greatll come away with a great
continuum of where each studentcontinuum of where each student’’s prior knowledge is. This mays prior knowledge is. This may
help you pair students to work together later in the unit.help you pair students to work together later in the unit.

FormativeFormative Apps and Software (Given throughout theApps and Software (Given throughout the
learning processlearning process
•• SocrativeSocrative: This: This free appfree app letlet’’s students and teacherss students and teachers
collaborate in realcollaborate in real--time.time. Teachers pose questionsTeachers pose questions
while students answer instantly on their ownwhile students answer instantly on their own
device.device. Teachers can then track student progressTeachers can then track student progress
and run class reports. ( great for chat rooms orand run class reports. ( great for chat rooms or
Hangout sessions, also in conferences)Hangout sessions, also in conferences)
•• iClickeriClicker: This audience response system is engaging: This audience response system is engaging
and helps teachers gainand helps teachers gain realreal--time feedbacktime feedback on theon the
status of their studentsstatus of their students’’ learning.learning.
•• Classes can use their own devices withClasses can use their own devices with iClickiClick GOGO, or, or
they can use specialized remotes, if personal or onethey can use specialized remotes, if personal or one
to one devices arento one devices aren’’t allowed in class.( good fort allowed in class.( good for
conferences in real time)conferences in real time)

FormativeFormative Apps and SoftwareApps and Software
•• PadletPadlet: This app works as a: This app works as a virtual wall orvirtual wall or
bulletin boardbulletin board where students can collaboratewhere students can collaborate
and add ideas in the form of text andand add ideas in the form of text and
multimedia.multimedia.
•• PadletPadlet can be used as acan be used as a formative assessmentformative assessment
byby asking students to answer questionsasking students to answer questions
about a topic or to create graphicabout a topic or to create graphic
organizers about what theyorganizers about what they’’re learning.re learning.

Other Formative AssessmentOther Formative Assessment IdeasIdeas
•• Exit slips:Exit slips: Ask students to solve one problem orAsk students to solve one problem or
answer one questionanswer one question on a small piece ofon a small piece of
paper.paper.StudentsStudents hand on the slips ashand on the slips as ““exitexit
ticketstickets”” to pass to their next class, go to lunch,to pass to their next class, go to lunch,
or transition to another activity. The slips giveor transition to another activity. The slips give
teachers a way toteachers a way to quickly check progressquickly check progress
toward skills mastery.toward skills mastery.
•• Graphic organizers:Graphic organizers: When students completeWhen students complete
mind mapsmind maps oror graphic organizersgraphic organizers thatthat showshow
relationships between concepts, theyrelationships between concepts, they’’rere
engaging in higher level thinking.engaging in higher level thinking. TheseThese
organizers will allow teachers to monitor studentorganizers will allow teachers to monitor student
thinking about topics and lessons in progress.thinking about topics and lessons in progress.

Graphic OrganisersGraphic Organisers
Visual representations of information are byVisual representations of information are by
no means an innovation in education.no means an innovation in education.
Credit to:
http://www.stevedarn.com/?Writings:Publications:GME%3A
_Graphic_Organisers

Mind MapMind Map
Credit To: 10 Mind Map Graphic Organizer Template Images

Other Formative AssessmentOther Formative Assessment IdeasIdeas
•• SelfSelf--assessments:assessments: One way to check for studentOne way to check for student
understanding is to simplyunderstanding is to simply ask students to rateask students to rate
their learning.their learning. They can use a numerical scale, aThey can use a numerical scale, a
thumbs up or downthumbs up or down, or even, or even smiley facessmiley faces to showto show
how confident they feel about their understanding ofhow confident they feel about their understanding of
a topic.a topic.
•• ThinkThink--pairpair--share:share: This is anThis is an oldie but goodie.oldie but goodie.
•• Ask a question, give students time to think about it,Ask a question, give students time to think about it,
pair students with a partner, have students sharepair students with a partner, have students share
their ideastheir ideas. By listening into the conversations,. By listening into the conversations,
teachers can have an indictor of studentteachers can have an indictor of student’’ss
understanding and assess any misconceptions.understanding and assess any misconceptions.
•• StudentsStudents learn from each otherlearn from each other when discussingwhen discussing
their ideas on a topic.their ideas on a topic.

Summative AssessmentSummative Assessment Apps and SoftwareApps and Software
((Summative:Summative: Given atGiven at the endthe end of the year or unitof the year or unit ))
•• QuizletQuizlet:: BuildBuild flashcards, quizzes, gamesflashcards, quizzes, games,,
and tests in the app.and tests in the app.
•• ItIt’’s frees free and simple to get started and you haveand simple to get started and you have
access to the sets created by other users.access to the sets created by other users.
•• For $25 per year youFor $25 per year you can add data tracking,can add data tracking,
like class progresslike class progress on the study sets youon the study sets you’’veve
created or assigned.created or assigned.
•• You canYou can also add images and voicealso add images and voice
recordingrecording..
•• But even without the bells and whistles, theBut even without the bells and whistles, the
QuizletQuizlet experience makes testing moreexperience makes testing more
enjoyable.enjoyable.

Summative AssessmentSummative Assessment AppsApps
and Softwareand Software
•• https://https://www.blubbr.tvwww.blubbr.tv//:: BubblrBubblr allowsallows
users to createusers to create trivia quizzestrivia quizzes based onbased on
YouTubeYouTube videos.videos.
•• You can play challenges created by other users,You can play challenges created by other users,
or create your ownor create your own trivia challengestrivia challenges forfor
students.students.
•• This site helps students get used to beingThis site helps students get used to being
tested on multitested on multi--media stimuli, somethingmedia stimuli, something
that isthat is popular in the Common Core testspopular in the Common Core tests..

Other Summative AssessmentOther Summative Assessment IdeasIdeas
•• Portfolios:Portfolios: Portfolios allow students to collect evidence of theirPortfolios allow students to collect evidence of their
learning throughout the unit, quarter, semester, or year, ratherlearning throughout the unit, quarter, semester, or year, rather
than being judged on a number from a test taken one time.than being judged on a number from a test taken one time.
•• Education World put togetherEducation World put together this great articlethis great article on the use ofon the use of
portfolios as assessment tools, and our own. Kristenportfolios as assessment tools, and our own. Kristen
HicksHicks hunted down tools that can be used to createhunted down tools that can be used to create
digital portfoliosdigital portfolios back in February of 2015.back in February of 2015.
•• Projects:Projects: Projects allow students to synthesize many conceptsProjects allow students to synthesize many concepts
into one product or process.into one product or process.
•• TheyThey require students to address real world issues andrequire students to address real world issues and
put their learning to use to solve or demonstrateput their learning to use to solve or demonstrate
multiple related skills.multiple related skills.
•• For the best information on projects as assessments, check outFor the best information on projects as assessments, check out
the Buck Institute for Educationthe Buck Institute for Education’’s (BIE)s (BIE) Project Based LearningProject Based Learning
resource listresource list..

Other Summative AssessmentOther Summative Assessment IdeasIdeas
•• Performance Tasks:Performance Tasks: Performance tasksPerformance tasks
areare like minilike mini--projects.projects.
•• They can be completed in a few hours, yetThey can be completed in a few hours, yet
still require students to show mastery of astill require students to show mastery of a
broad topic.broad topic.
•• Inside MathematicsInside Mathematics site, put togethersite, put together aa
fantastic, free set of math performancefantastic, free set of math performance
assessment tasksassessment tasks..

Computer Adaptive AssessmentComputer Adaptive Assessment
•• Computer adaptive assessment is anComputer adaptive assessment is an
established technologyestablished technology thatthat offersoffers
detailed information on wheredetailed information on where
students are on a learning continuumstudents are on a learning continuum
rather than a summary judgment aboutrather than a summary judgment about
whether or not they have reached anwhether or not they have reached an
arbitrary standard of "proficiency" orarbitrary standard of "proficiency" or
"readiness.""readiness."

The Virtual PerformanceThe Virtual Performance
Assessment (VPA)Assessment (VPA)
•• Assessment in a 3Assessment in a 3--D immersiveD immersive
environmentenvironment
•• Simulation of an authentic, realSimulation of an authentic, real--worldworld
settingsetting
•• Measurement of complex problemMeasurement of complex problem
solving, through inquirysolving, through inquiry

VPA is the most complete assessment tool to lay the basis for high performing
virtual teams, groups, and networks.

How the VPA worksHow the VPA works
••StudentsStudents’’ take on identity of atake on identity of a
scientistscientist
••StudentsStudents’’ gather evidencegather evidence
••Summative assessmentSummative assessment
••55 Minutes55 Minutes

How the VPA is differentHow the VPA is different
••Performance capture as worldPerformance capture as world
interactioninteraction
••Based on choices as part ofBased on choices as part of
ongoing narrativeongoing narrative

Credit To : Jody Clarke-Midura Harvard Graduate School of Education

The problem, reason for six leg
frog

Competing Hypotheses

The taskThe task

Collect data

Conduct Research

Built in Feedback

Visit the lab

Conduct tests

Select evidence from all data

Final claim

Write up final claim

What we are measuring
• Inquiry centrally involves theorizing and
investigating.
• Student develops a scientific explanation
• Students collect data about phenomena and
proposed evidence based findings about causal
factors.
• Student gathers data that help explain or
provide evidence to justify the claim being
made.

StudentStudent’’s feed backs feed back
did this feel like a test?
• Yes 131
• No 473
• YES; I loved it! it was a game and a test
put together it's brilliant! I think we should
use this as the test instead of paper and
pencil!
• No ; because tests aren't fun and this was
fun to me. It also felt like a game.

Advantages of VPAAdvantages of VPA over handsover hands--onon
performance assessmentsperformance assessments
1.1. VPAsVPAs ensure standardizationensure standardization by deliveringby delivering
instruction to students in an identicalinstruction to students in an identical
manner via the technology.manner via the technology.
2.2. VPAsVPAs reduce the need for developing,reduce the need for developing,
shipping, and providing schools withshipping, and providing schools with
materials and kits for handsmaterials and kits for hands--on tasks.on tasks. AllAll
that is needed are athat is needed are a computer and ancomputer and an
internet connection.internet connection.
3.3. ScoringScoring will all be done by the technology, sowill all be done by the technology, so
no raters are necessary, reducing cost,no raters are necessary, reducing cost,
training, and the possibility of human error.training, and the possibility of human error.
4.4. VPAsVPAs potentially have fewer problemspotentially have fewer problems
with task and occasion variability.with task and occasion variability.

Assessment PolicyAssessment Policy
The need of deeply informed considerations forThe need of deeply informed considerations for
assessment policy,assessment policy, in three areas that arein three areas that are
especially urgentespecially urgent
1.1. Build a system that ensures continuedBuild a system that ensures continued
developmentdevelopment and increased reliance onand increased reliance on
computer adaptive testing.computer adaptive testing.
2.2. IntegrateIntegrate the development of newthe development of new
assessments with assessments ofassessments with assessments of
language proficiency .language proficiency .
3.3. Include virtual performanceInclude virtual performance
assessments as part of comprehensiveassessments as part of comprehensive
assessment systems.assessment systems.

The Excellence in AssessmentThe Excellence in Assessment
(EIA)(EIA)
•• The Excellence in AssessmentThe Excellence in Assessment
(EIA)(EIA) designationdesignation recognizes exemplaryrecognizes exemplary
colleges and universities that successfullycolleges and universities that successfully
integrate assessment practices acrossintegrate assessment practices across
campus, provide evidence of student learningcampus, provide evidence of student learning
outcomesoutcomes to stakeholders,to stakeholders,
•• and utilize assessment results to guide institutionaland utilize assessment results to guide institutional
decisiondecision--making and improve student performance.making and improve student performance.
•• Institutions implementing and/or sustainingInstitutions implementing and/or sustaining
comprehensive use of assessment ofcomprehensive use of assessment of
institutional student learning outcomesinstitutional student learning outcomes areare
eligible to receive the designation.eligible to receive the designation.

(EIA)(EIA)
•• Through the application process for the EIAThrough the application process for the EIA
designations,designations, campuses will identify thecampuses will identify the
strengths of the universitystrengths of the university’’s campuss campus--levellevel
assessment activities as well as areas forassessment activities as well as areas for
growth and improvementgrowth and improvement..
•• Applications are evaluated by faculty andApplications are evaluated by faculty and
assessment experts onassessment experts on eight domains
regarding campusregarding campus--level assessment processes:level assessment processes:

(EIA)(EIA) CriteriaCriteria
1. the diversity of groups and individuals1. the diversity of groups and individuals
engaged in assessment activities;engaged in assessment activities;
2. student learning outcomes statements;2. student learning outcomes statements;
3. assessment plans;3. assessment plans;
4. assessment resources;4. assessment resources;
5. current assessment activities;5. current assessment activities;
6. evidence of student learning;6. evidence of student learning;
7. use of student learning outcomes results; and7. use of student learning outcomes results; and
8. growth and improvement plans.8. growth and improvement plans.
2018 Evaluation Rubric2018 Evaluation Rubric

References and Images creditReferences and Images credit
•• Clarke, J., &Clarke, J., & DedeDede, C. (2005). Making learning meaningful: An exploratory study of, C. (2005). Making learning meaningful: An exploratory study of using multiusing multi--useruser
environments (environments (MUVEsMUVEs) in middle school science. Paper presented at the American Educ) in middle school science. Paper presented at the American Educational Researchational Research
Association Conference, Montreal, Canada.Association Conference, Montreal, Canada.
•• Clarke, J. (2006). Making Learning Meaningful: An Exploratory StClarke, J. (2006). Making Learning Meaningful: An Exploratory Study of Multiudy of Multi--User Virtual Environments inUser Virtual Environments in
Middle School Science. Qualifying Paper submitted to the HarvardMiddle School Science. Qualifying Paper submitted to the Harvard Graduate School of Education, Cambridge,Graduate School of Education, Cambridge,
MA.MA.
•• Clarke, J.,Clarke, J., DedeDede, C.,, C., KetelhutKetelhut, D. J., & Nelson, B. (2006). A design, D. J., & Nelson, B. (2006). A design--based research strategy to promotebased research strategy to promote
scalability for educational innovations. Educational Technology,scalability for educational innovations. Educational Technology, 46, 3 (May46, 3 (May--June), 27June), 27--36.36.
•• Clarke, J. &Clarke, J. & DedeDede, C. (2007)., C. (2007). MUVEsMUVEs as a Powerful Way to Study Situated Learning. The Proceedings oas a Powerful Way to Study Situated Learning. The Proceedings off
Conference for Computer Supported Collaborative Learning (CSCL).Conference for Computer Supported Collaborative Learning (CSCL). Mahwah, NJ: Lawrence ErlbaumMahwah, NJ: Lawrence Erlbaum
Associates.Associates.
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New Assessments in HigherNew Assessments in Higher
EducationEducation
By: Professor Lili Saghafi
proflilisaghafi@gmail.com
Montreal 2018
Twitter: @Lili_PLS
International Congress on Science and Education
28-30 September 2018
www.ubek-icse.com

New Assessments in Higher Education with Computers by: Prof Lili Saghafi

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New Assessments in Higher Education with Computers by: Prof Lili Saghafi