Assessment of Adult Learning in a Discipline-Based Dual Language Immersion Model®

Fidel R. Távara, M.Ed.Assessment coordinator

Florida Campuses

The School of Professional Studies Assessment Planfocuses on: Assessment of Student Learning

◦ Midpoint and Capstone Assessment◦ Evaluation of Student Portfolios◦ Language Placement Testing

Assessment of Program Effectiveness◦ Student Representative Meetings◦ End-of-Course Evaluations◦ External Peer Reviews◦ Continuous Assessment of Program Activities◦ Classroom Observations◦ Student Satisfaction Survey

Is formative

Occurs at a crucial decision point

Helps them to see that assessment is helping them

Aids in retention

Provides information to the stakeholders

Is summative

Provides opportunity to identify whether students have achieved selected program outcomes

Determines the strengths and weaknesses of students toward achievement of outcome expectations

Helps assess skills other than professional content mastery

Small group met off campus at corporate house.

Consultant from Regis led discussion.

Group brainstormed list of possible DLP objectives.

Group classified objectives in categories: conceptual, language, communication, and interpersonal.

The entire faculty met by academic areas on campus.

Using the DLP objectives, faculty wrote area manifestations aligning them with each objective.

Select diverse program areas.

Involve faculty and administration.

Identify programs which have heavy enrollment.

Qualitative analysis

◦ Faculty opinion on content and coverage of program objectives and outcomes

Quantitative analysis

◦ Significant achievement increment

◦ Large enrollment

Alignment chart Assessment instruments

◦ Diagnostic profile

◦ Portfolios

◦ Case studies

◦ Metacognitive papers

◦ Strategic Business Plan

◦ Organization’s Financial Analysis Rubrics

Part of

Assessment

Program

Objectives

Program

Outcomes

Dual Language Professional

Outcomes

Area

Manifestation

Diagnostic Profile

#3: Analyze social, psychological and philosophical foundations of education.

#3: Develop classroom assessment.

# 1: DLP will be able to develop ideas in order to address problems in an effective way.

# 1: The DLP will develop strategies or action plans after analyzing specific situations in Spanish.

Remedial

Lesson

Plan

#5: Understand and use different educational strategies and techniques effectively

#5: Develop lesson plans.

# 1: DLP will be able to develop ideas in order to address problems in an effective way.

# 1: The DLP will develop strategies or action plans after analyzing specific situations in English.

Excellent Very Good Satisfactory Needs Improvement

Mid Point Assessment (Program Level)

◦ Designed by Faculty Experts

◦ Rubrics and Evaluation Criteria developed specifically to measure program and language objectives

◦ “Graded” by other Faculty Experts (not facilitator of the course)

Inter-rater reliability of over 80%

The performance of the students is measured as follows:

◦ 3.50 - 4.00 Excellent

◦ 3.00 - 3.49 Very Good

◦ 2.00 - 2.99 Satisfactory

◦ Less than 1.999 Unsatisfactory

Internal:◦ Board of Directors

◦ Faculty and Staff

External:◦ Professional and community forums

◦ Data base for reaccreditation visits

◦ Possible institutional and corporate alliances

Addition of language courses for graduate programs: 050, 500 and 501

◦ Emphasis on early or concurrent enrollment in these courses for graduate students

Revision of all course modules to explicitly include language objectives: “3rd generation of modules”◦ Inclusion of language development in class

assignments, activities and resources◦ Evaluation activities to be 70% content, 30%

language◦ Prioritization of graduate courses in the

development of 3rd generation of modules

Replication of midpoint assessment model in MBA program to verify possible differences between bachelors and masters