Chapter 23-What Do Students Know and What Can They Do?

Question 1

What did reports on educations systems do and what was the reaction from education systems?

Answer 1

1. Questioned efficacy of educational systems, called for greater accountability for student learning.
2. Systematic assessment of goals at institutional, program, and individual student levels.

Question 2

What do programs like CACREP now require of academic programs?

Answer 2

1. Systems and procedures that provide concrete, direct evidence of student learning
2. Report assessment outcomes to public that is readily understandable

Question 3

With respect to counselor education program accreditation, CACREP (2009) specifies that program faculty engage in:

Answer 3

1. “continuous systematic program evaluation indicating how the mission, objectives, and student learning outcomes are measured and met”
2. Emphasize what students know and are able to do

Question 4

Assessment data in the emerging, learner-centered model aims to improve:

Answer 4

1. curricula, pedagogies, and decision making

2. direct evidence that program goals and expectations for student learning have been achieved.

Question 5

Planning to create effective systems for program evaluation requires a number of what factors?

Answer 5

1. Systematic collection of assessment information over time
2. Evaluation clear and focused on program improvement
3. Variety of assessment strategies.
4. Plan must include how faculty will implement strategies

Question 6

Assessment is characterized by four elements:

Answer 6

1. continuousness
2. focus on program development
3. variety of strategies at multiple times in program
4. ownership by the faculty (designed by them)

Question 7

What are the purposes of formative and summative assessments in the counseling program?

Answer 7

1. Formative: determine what students have learned throughout a course or program
2. Summative: determine whether students have acquired the appropriate knowledge or demonstrated the needed skill

Question 8

RE: assessment, faculty need to be actively engaged in discussions about:

Answer 8

1. What and how they teach
2. their expectations of students
3. how courses in programs link together
4. Where resources need to be shifted to align with priorities

Question 9

What is California State University, Chico process including four phases for planning assessments?

Answer 9

(1) determining learning goals (outcomes)
(2) naming learning processes and assessment measures
(3) determining assessment processes
(4) making decisions and recommendations

Question 10

What is the fundamental question that guides assessment plan development?

Answer 10

What will our graduates know, be able to do, and believe as a result of their enrollment in our degree programs?

Question 11

Describe “Program goals.”

Answer 11

Broad statements about student learning

Question 12

Describe “Individual student learning outcomes.”

Answer 12

1. Specific statements of what students achieve in a particular degree program
2. Levels of knowledge, skills, attitudes, and abilities students attain as a result of participating in a particular degree program

Question 13

Describe knowledge outcomes.

Answer 13

Disciplinary or professional content that students recall and deploy

Question 14

Describe Skills outcomes.

Answer 14

Refer to what students have learned to do (e.g., “Conduct mental status exam”).

Question 15

Describe Attitudinal outcomes.

Answer 15

Changes in, or the development of, certain values (e.g., “Demonstrate empathy, warmth, and positive regard”).

Question 16

Describe Abilities.

Answer 16

Integration of knowledge, skills, and attitudes that are applicable to different situations (e.g., “Engage in reflective practice and decision making”).

Question 17

Learning processes consist of:

Answer 17

Curricular and co-curricular strategies used to teach the content and/or skills students need to demonstrate the outcome.

Question 18

Once learning outcomes are established, program faculty identify the information needed to assess student learning. Guiding questions may be:

Answer 18

1. “What information is needed to assess this outcome?”
2. “Where might the most reliable/valid information be found?”
3. “How will the information be collected?”

Question 19

Assessment strategies might consist of:

Answer 19

1. Assessments in prerequisite courses
2. Pre-post measures at the beginning ending of program
3. Exit interviews and surveys
4. Standardized tests, faculty-developed comprehensive examinations
5. Portfolio ratings by multiple faculty

Question 20

In addition to deciding on the measures used, what assessment processes should be determined?

Answer 20

at what points during enrollment, how, and by whom will data be collected

Question 21

Based on findings about student attainment of learning outcomes and program goals, faculty need to decide:

Answer 21

1. Which instructional and assessment strategies will be continued 2. Which will be revised or replaced.

Question 22

Based on the results of learner outcomes evaluations, what needs to happen?

Answer 22

1. Action plan for learner outcomes that have not been achieved by majority of students
2. Action plans improving identified areas of weakness

Question 23

For CACREP standards, what are 4 necessary curricular areas for counselors?

Answer 23

1. Professional orientation and ethical practice
2. Social and cultural diversity
3. Human growth and development
4. Career development

Question 24

For CACREP standards, what are 4 other necessary curricular areas for counselors?

Answer 24

5. Helping relationships
6. Group work
7. Assessment
8. Research and program evaluation

Question 25

RE: Bloom, the revised taxonomy includes the following:

Answer 25

1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create

Question 26

Examples of lower-level outcomes, like knowledge and remember may include:

Answer 26

1. Recognizing examples of appropriate practice

2. Understanding foundational knowledge of counseling theories

Question 27

Examples of higher-level learner outcomes, such as application, synthesis , and evaluation, may include:

Answer 27

1. How students apply theories to practice
2. compare and contrast different theories
3. Evaluate appropriateness of a specific theory

Question 28

What are methods of assessing knowledge outcomes?

Answer 28

1. Selective-response assessment
2. constructed-response assessment
3. informal assessment

Question 29

Describe Selective-Response Assessments.

Answer 29

1. Most common example-objective tests (true/false, multiple-choice, matching)
2. Used to assess knowledge(i.e., NCE)

Question 30

What are advantages of objective tests?

Answer 30

1. Ability to compare results against students at other colleges (peer benchmarking).
2. Results are readily, easily used to improve teaching, learning, and programs.
3. Can assess different levels of learning objectives

Question 31

What are disadvantages of objective tests?

Answer 31

1. Require skill and practice to construct so they are understandable correct answer is clear.
2. More difficult to construct items that measure knowledge at upper levels of Bloom’s taxonomy.

Question 32

Describe Constructed-Response Assessments.

Answer 32

1. Short-answer responses and essays

2. Assess students’ abilities to analyze, create, and evaluate

Question 33

What are advantages of Constructed-Response Assessments?

Answer 33

1. Useful for measuring higher-level student outcomes
2. Opportunity to describe:
   A. what studnets know in their own words
   B. compare and contrast concepts or theories
   C. create something new using their knowledge

Question 34

What are disadvantages of Constructed-Response Assessments?

Answer 34

Scoring student responses might lead to frustration unless students have clear guidelines for responding.

Question 35

Other methods used by faculty to assess knowledge are:

Answer 35

1. ratings on oral presentations in a specified course (formative)
2. oral exams conducted at or near the end of a program of study
3. poster presentations
4. locally developed exams
5. graded online discussions
6. classroom response systems (clickers)

Question 36

Describe Informal Assessment Approaches.

Answer 36

Intended to gauge students learning to modify instructional methods during a class meeting or throughout the semester

Question 37

Examples of informal assessments are:

Answer 37

1. Convergent questions to gather a desired response
2. Open-ended, divergent questions to help students think about ways to respond and generate discussions
3. “one-minute paper” (most important thing learned during that class)
4. “muddiest point.” (Students write what they did not understand and what they think might help them.)

Question 38

Skills assessments might evaluate the ability for students to:

Answer 38

1. think critically
2. communicate effectively
3. collaborate
4. perform a particular operation

Question 39

Describe Performance Assessment.

Answer 39

Linked to the curriculum and assesses skills that are demonstrated in real examples of student work

Question 40

Examples of performance assessment activities.

Answer 40

1. Course assignments that show plan of action
2. Demonstrations
3. Presentations
4. Real-life tasks

Question 41

Performance assessments involve two parts:

Answer 41

1. a prompt that conveys to students what is expected of them
2. a scoring guide or rubric to evaluate their response to the prompt

Question 42

Scoring guides might include:

Answer 42

1. Checklists to identify elements of skills or practices a counselor demonstrates.
2. Rating scales that provide information about the degree of competence demonstrated
3. Rubrics

Question 43

RE: rubrics, two degrees of specificity are possible:

Answer 43

1. Holistic: overall performance or product

2. Analytic: assess each dimension or criterion related to the performance or product

Question 44

Describe guidelines provided by Mertler about rubrics.

Answer 44

1. Instructors clearly identify learning objectives assessed.
2. Instructors specify the observable attributes (evidence) they want to see demonstrated
3. Instructors identify specific characteristics that would describe these attributes

Question 45

Portfolio assessment is appropriately used to assess:

Answer 45

1. Knowledge
2. Abilities
3. Growth development

Question 46

Portfolios may also be viewed as systems for:

Answer 46

Collecting, analyzing, and interpreting results used in a comprehensive, systematic plan of assessment.

Question 47

What examples of competence can be found in a portfolio?

Answer 47

1. Materials from class experiences,
2. professional development experiences
3. practicum and internship experiences
4. personal development activities
   * * Reflection is a key component of portfolio assessment.

Question 48

Why are performance assessments popular with faculty?

Answer 48

1. They combine learning with assessments.
2. Provide opportunities that require students to solve complex, multidimensional problems in a real-world context.
3. Students actually demonstrate the skills of effective counseling