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

Handbook of Counselor Preparation-Seminar in Counselor Ed > Chapter 23-What Do Students Know and What Can They Do? > Flashcards

Flashcards in Chapter 23-What Do Students Know and What Can They Do? Deck (48)
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1

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

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.

2

What do programs like CACREP now require of academic programs?

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

3

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

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

4

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

1. curricula, pedagogies, and decision making
2. direct evidence that program goals and expectations for student learning have been achieved.

5

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

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

6

Assessment is characterized by four elements:

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

7

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

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

8

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

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

9

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

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

10

What is the fundamental question that guides assessment plan development?

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

11

Describe “Program goals.”

Broad statements about student learning

12

Describe “Individual student learning outcomes.”

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

13

Describe knowledge outcomes.

Disciplinary or professional content that students recall and deploy

14

Describe Skills outcomes.

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

15

Describe Attitudinal outcomes.

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

16

Describe Abilities.

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

17

Learning processes consist of:

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

18

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

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?”

19

Assessment strategies might consist of:

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

20

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

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

21

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

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

22

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

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

23

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

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

24

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

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

25

RE: Bloom, the revised taxonomy includes the following:

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

26

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

1. Recognizing examples of appropriate practice
2. Understanding foundational knowledge of counseling theories

27

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

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

28

What are methods of assessing knowledge outcomes?

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

29

Describe Selective-Response Assessments.

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

30

What are advantages of objective tests?

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