Student Assessment in Pedagogy Flashcards
Process of Creating Meaningful SLOs
starts with faculty members coming together to determine what a student who is successful in program should look like (Barrio Minton et al., 2016)
Cognitive Domains in SLOs
SLOs oriented toward foundational knowledge, case conceptualization and critical thinking abilities (Barrio Minton et al., 2016)
Affective Domains of SLOs
may include cultivation of personal characteristics associated with effective practitioners, internalized sense of professional identity, and commitment to professional values such as wellness and human dignity (Barrio Minton et al., 2016)
Assessments in Counselor Education
defined as stimuli or things students do that provide instructors and supervisors with opportunity to evaluate SLOs (Barrio Minton et al., 2016)
Direct Assessments in Counselor Education
include ways in which students create or enact products that become grist for SLO evolution mill (Barrio Minton et al., 2016)
Indirect Assessments in Counselor Education
include self-reports of learning and course, instructor, or program satisfaction that provide educators with a sense of student experience without allowing for direct, measurable examination (Barrio Minton et al., 2016)
Formative Assessments in Counselor Education
process by which educators provide ongoing developmentally oriented feedback to students so that students and educators may customize their learning process in meaningful ways; tends to take place within course experiences at important gateways within programs (Barrio Minton et al., 2016)
Summative Assessment in Counselor Education
involves examination of SLOs as a culminating snapshot (Barrio Minton et al., 2016)
Course-Based Assessments in Counselor Education
Activities situated within courses that allow CEs to assess students’ attainment of knowledge, skills or dispositions (Barrio Minton et al., 2016)
Learning Outcomes in Course-Based Assessments
Learning outcomes associated with knowledge or more academic understanding are associated with final examination (Barrio Minton et al., 2016)
Counselor Educators and CBAs
CEs may choose to assess most important SLOs at multiple points in time and by multiple means (Barrio Minton et al., 2016)
Design Considerations for CBAs
CE’s need to attend to two key design considerations: Faculty members should consider the role of the CBA in relation to broader assessment plan and needs and Faculty members should design specific CBAs in ways that lend well to quality assessment
Key considerations for CBAs include creation of opportunities to demonstrate authentic and complex learning (Barrio Minton et al., 2016)
Formative assessments in pedagogy
assessments that occur during instruction to improve student learning and give direction for alterations in instruction (Malott et al., 2014)
