Using Longitudinal Data to Improve Assessments and Curriculum
Track
Research Project / Assessment of Student Learning
Abstract
Educational technologies are propelling Western University of Health Sciences – College of Dental Medicine (WUCDM) further in education and student learning assessment. The college’s Office of Academic Affairs developed processes to enhance question creation and generate valuable longitudinal analysis reports. The establishment of these processes provides faculty members with the ability to tag questions with categories associated with institutional learning outcomes, program learning outcomes, topics, instructor, assessment level, and more. Staff members generate longitudinal analysis data at the mid-point and end of semester to provide detailed progress reports to students and determine areas of weakness. This data pinpoints specific areas in the curriculum in which students are performing poorly; thus, giving faculty the opportunity to address these topics with students directly and before a student potentially fails a course. The presenters will use examples to illustrate how the data is used to measure the program’s institutional learning outcomes, support recommended improvements to the curriculum, and offer additional academic support to at-risk students. Through this poster presentation, participants will learn the methods in which WUCDM utilizes assessment data to track student performance and address any gaps in student learning.
Session Format
Poster Session
Location
Room 212
Recommended Citation
Alberto, Jayzona and Godinez, Jorge, "Using Longitudinal Data to Improve Assessments and Curriculum" (2016). SoTL Commons Conference. 95.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/95
Using Longitudinal Data to Improve Assessments and Curriculum
Room 212
Educational technologies are propelling Western University of Health Sciences – College of Dental Medicine (WUCDM) further in education and student learning assessment. The college’s Office of Academic Affairs developed processes to enhance question creation and generate valuable longitudinal analysis reports. The establishment of these processes provides faculty members with the ability to tag questions with categories associated with institutional learning outcomes, program learning outcomes, topics, instructor, assessment level, and more. Staff members generate longitudinal analysis data at the mid-point and end of semester to provide detailed progress reports to students and determine areas of weakness. This data pinpoints specific areas in the curriculum in which students are performing poorly; thus, giving faculty the opportunity to address these topics with students directly and before a student potentially fails a course. The presenters will use examples to illustrate how the data is used to measure the program’s institutional learning outcomes, support recommended improvements to the curriculum, and offer additional academic support to at-risk students. Through this poster presentation, participants will learn the methods in which WUCDM utilizes assessment data to track student performance and address any gaps in student learning.
