Course-Based+Assessment

//by Christopher Gould, 2013, MEd, Course: Staff Development and Supervision, MEd review proposal section//

= = =**RATIONALE**= In the way a corporation is considered a separate entity that has legal rights and liabilities that are distinct from their employees and shareholders, a course within a university or college program could also be considered it's own entity within the larger community of a school or program. The majority of the liability of a course's success traditionally falls on the shoulders of the facilitator or professor, but there are many stakeholders that are specific to a course and many aspect that affect the success or failure of a curriculum. By assessing individual classes as a part of the larger community and its ability to successfully meet the outcomes of a school or program, a more detailed analysis of issues and concerns may come to light. Assessing if the delivery method, learning, course design and the facilitator to that specific course and their ability to achieve the maximum potential of the proposed learning will shed light on how well the course fits within the programs needs. It will also remove any bias towards reviewing a specific person viewed as being solely accountable. The assessment changes from individualistic to a more collaborative assessment.

Some items to consider:

 * Assessment of an individual course within the larger picture will help improve the program as a whole.
 * Assessment of a specific course removes bias towards any individual or facilitator.
 * Assessment of the course based outcomes against the program outcomes will insure a coherent, integrated and consistent curriculum in sync with the strategic plan of the school and program.
 * Lastly, assessment of professors on a course by course basis, and not just overall performance assessment, will target performance within particular courses or specific class. Professors wear many hats, they teach numerous courses. some of which are directly related to their strengths and sometimes professors get assignments that don't match their abilities and teaching methods. Different courses sometimes require different delivery methods and finding a better fit can improve the success of a class.

THE 360 DEGREE METHOD OF ASSESSMENT
360-degree feedback, also known as multi-rater feedback, multi source feedback, or multi source assessment is an assessment method that comes from within a community and an immediate circle of stakeholders. A 360-degree assessment can include direct feedback from an staff member's subordinates, peers, and supervisor(s), as well as a self-evaluation.

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THE PARTICIPANTS
The stakeholders affected by the outcomes that should be considered to take part in the assessment of a specific class could be:
 * present students enrolled in the course
 * the faculty assigned to the course
 * the dean (supervisor)
 * support staff
 * Administration
 * facilities
 * IT (tech based issues)

**ASSESSMENT CATEGORIES**

 * course specific outcomes
 * course description
 * intended learning
 * intended learning activities
 * assessment and evaluation, formative, interm and summative
 * resources
 * learning environment and community, course encourages connections between students and faculty
 * technology use and relevance
 * course delivery methods
 * skill based outcome assessment
 * active Learning techniques
 * accessibility
 * prompt feedback
 * time on task
 * respects diverse talents and ways of learning
 * prior learning assessment and recognition
 * student satisfaction

**ASSESSMENT RESULTS**
The issues and concerns that may come to light through course-based assessment:
 * (time-based) Is this specific course still relevant and does it feed the outcomes of the program OR is the course dated and in need of an overhaul?
 * Is the professor currently assigned to the course the right fit?
 * Does the course fit within the strategic plan of the school?
 * Is the delivery method a logical fit for the content being taught?
 * Are the achievements of the students is in sync with the course and program outcomes?

**ACCOUNTABILITY**
The stakeholders affected by the assessment outcomes that should be considered accountable should work together to assign goals and tasks to move towards positive change.
 * the faculty assigned to the course
 * the dean (supervisor)
 * support staff
 * Administration
 * facilities
 * IT (tech based issues)
 * present students enrolled in the course