ABSTRACT
In the previous chapters, a key focus has been the intersection of educational technologies—those digital tools and systems used to facilitate, support, and collect data on teaching and learning—and learner success, instruction, and evaluation of learner performance at the course level. In this chapter, we intend to focus on the assessment of learner performance at the program and institutional level and its intersection with assessment technology (AT) systems. For the purpose of our discussion, an AT system is software that helps institutions and programs facilitate and/or manage their assessment processes. That is, it can do some or all of the following tasks:
Store the various types of learning outcomes (institutional, program, accreditor, and course) needed for assessing curricular and student performance
Align these outcomes to course learning activities that are the sources of direct or indirect evidence and produce curriculum maps and assessment plans
Collect evidence of student performance through commonly used assessment approaches, such as
° juried or secondary review of artifacts through rubrics aligned to learning outcomes by a committee of reviewers; and/or
° primary or direct review of student performance by instructors using course-embedded rubrics with rows or tests with questions aligned to learning outcomes for instructors to score
Provide reports and analysis of student performance on learning outcomes by course, across sections of courses and disciplines, and by individual student with statistical analysis for inter-rater reliability and reliability of the measurement tool
Enable the creation and monitoring of action plans for improvement
Capture and facilitate the assessment narrative for accreditation reports
