Dr.

Jeff Hamilton
Gardner-Webb University
jhamilton2@gardner-webb.edu
Program Assessment
Best Practices
Nothing that we do to, or for, our students is more important than
our assessment of their work and the feedback we give them on
it. The results of our assessment influence our students for the
rest of their lives and careers fine if we get it right, but
unthinkable if we get it wrong.
Race, Brown and Smith (2005), 500 Tips on Assessment
Assessment is . . .
A process
About collecting information
A way to demonstrate effectiveness
Focused on learning
A scholarly endeavor
Highly valued by constituents
Assessment is not. . .
An end goal
Useless (unless poorly done)
Constituents satisfaction or opinions
Why do assessment?
Improvement
Recruitment
Accountability
Program Pyramid
Mission
Vision
Goals
Objectives
Action Steps
Outcomes
Planning
Action
Outcomes
Program Pyramid
1. Mission
2. Vision
3. Goals
4. Objectives
5. Action Steps
6. Outcomes
1. Why we exist
2. What we want to be
3. What we must achieve for
success
4. Specific intentions
expressed in measurable
terms to achieve Goals
5. Planned Actions to achieve
Objectives
6. Indicators of success of
Action Steps
Types of Assessment
Student/Individual
Course/Initiative
Program/Division
Unit/Company
Traditional View
The role of teachers is to teach
The role of students is to learn what the teacher taught
The role of assessment is to evaluate how well students have
learned what the teachers have taught.
Focus is on judging students.
Role of Assessment
1. Assessment is used as a vital element in the educational
decision-making loop
Best Practice
Decision-making Loop
Understanding of
current situation
Decision-making Loop
Knowledge
about how to
improve
Decision-making Loop
Required
Resources
Decision-making Loop
Actions
Improved Learning
Outcomes
Decision-making Loop
Improved Life
Consequences
Actions
Understanding of
current situation
Required
Resources
Improved Learning
Outcomes
Improved Life
Consequences
Knowledge
about how to
improve
Decision-making Loop
Feedback/evaluation
In other words, in best-practice systems,
assessment has a much broader role than
judging how well individuals have learned
what they have been taught.
Traditional View
Assessment tells parents how well their children have learned
what has been taught.
Assessment is used for entry into selective schools, universities
and employment.
Users of Assessment
1. Assessment is used as a vital element in the educational
decision-making loop.
2. Assessment informs decision making at all levels.
Best Practice
Superintendents
Central Office
Administrators
Principals
Administrators
Classroom Teachers
Students/Parents

Traditional View
Assessment is the process of determining how much of what
was taught a student successfully learned.
i.e. 90% correct, 85
th
percentile, etc.
The Conceptualization of Assessment
1. Assessment is used as a vital element in the educational
decision-making loop.
2. Assessment informs decision making at all levels.
3. Assessment is used to establish where students are in their
learning.
Best Practice
The most important single factor influencing learning is
what the learner already knows. Ascertain this and teach
him [sic] accordingly. Ausubel (1968)

There is a good deal of evidence that learning is
enhanced when teachers pay attention to the knowledge
and beliefs that learners bring to the learning task, use
this knowledge as a starting point for new instruction, and
monitor students changing conceptions as instruction
proceeds.
Bransford, Brown and Cocking (2000)

Traditional View
Assessment is focused on how well students can recall facts
and apply logarithms. (factual and procedural knowledge)
The Focus of Assessment
1. Assessment is used as a vital element in the educational
decision-making loop.
2. Assessment informs decision making at all levels.
3. Assessment is used to establish where students are in their
learning.
4. Assessment promotes and evaluates deep understanding.
Best Practice
One of the hallmarks of the new science of learning is its
emphasis on learning with understanding!. The knowledge of
experts is not simply a list of facts and formulas that are relevant
to their domain; instead, their knowledge is organized around
core concepts or big ideas that guide their thinking! Bransford,
Brown and Cocking (2000)
Traditional View
Assessment promotes a performance culture characterized
by:
External drivers
Competition for grades or rewards
Fear of failure
The Culture that Assessment Promotes
1. Assessment is used as a vital element in the educational
decision-making loop.
2. Assessment informs decision making at all levels.
3. Assessment is used to establish where students are in their
learning.
4. Assessment promotes and evaluates deep understanding.
5. Assessment supports the development of classroom learning
cultures
Best Practice
Best-practice assessment systems support learning
oriented rather than performance oriented cultures!
not driven by competition and/or fear of failure, but
encourage risk-taking, tolerate mistakes and provide
feedback that allows students to monitor their own
progress.
21
st
Century
Skills
Questions?
jhamilton2@gardner-webb.edu