Poster Session
Assessment methods, practices, and findings shared best in a visual format with one-on-one discussion are presented during the poster session. Individuals will be presenting posters on Monday, October 14, 2019, from 5:30 – 6:45 p.m.
- Are My Tests Fair?: Using Test Equating Principles to Examine Differences in Difficulty of Multi-Form Tests
Presenter(s): John Walker, University of Tennessee, Knoxville
Primary Track: Assessment Methods (AM)Many large-enrollment courses use common, multi-form exams to test students on comprehensive material, but how can instructors know if these forms are similar in difficulty? This poster will cover a statistical process known as test equating. The presenter will show how equating can be used to identify poorly constructed items, examine disparities among forms, and improve equality on the overall exam. An example from a College Algebra final exam will help illustrate the feasibility of equating multi-form exams and the subtle ways multi-form exams contain bias.
- Assessing Faculty Perception of the Capstone Experience
- Presenter(s): Matthew J. Laye, The College of Idaho; Caroline Boswell, University of Wisconsin - Green Bay, and Morgan Gresham, University of South Florida St. Petersburg
Primary Track: Faculty Development (FD)
Research on the design of high-impact capstones claims that successful experiences require faculty to design with intentionality, and that too often a capstone course is a “not fully articulated afterthought” produced in response to external pressures--be they evolving trends in the discipline or institutional expectations (Hauhart & Grahe, 2015; McNair & Albertine, 2012; Jones, Barrow, Stephens & O’Hara, 2012). At the core of the uneven assessment of the capstone is the multiplicity of goals and outcomes in and pressures on the design of the experience. This poster will share preliminary results from a multi-institutional study gauging the type of faculty who teach capstones experiences and their intrinsic and extrinsic motivations for doing so.
- Creative Use of Partnership to Enhance Student Learning and Meet Community Need
Presenter(s): Christine R. Hammond and Nicole Kreimer, Research College of Nursing
Primary Track: Community Engagement (CE)
In 2017, a partnership between a large non-profit feeding agency and a college of nursing was formed to help meet the health needs of an underserved population as well as the learning needs of the beginning nursing students. Three cohorts of nursing students have worked with the same agencies over the last year providing health screenings and education to underserved populations. This presentation will describe the partnership, outcomes, barriers, and the process improvements that have been made throughout.
- Developing a Sense of Continuity for All Students: Infusing the Undergraduate Profiles into the First-Year Experience Curriculum
- Presenter(s): Christian Rogers and Heather Bowman, IUPUI
Primary Track: Diversity, Equity, & Inclusion (DI)
Students often struggle with the experience of entering college. IUPUI offers many opportunities to create a sense of belonging and allow them to connect to others. We also want students to be prepared for the work ahead by challenging them to think critically, build team workskills, and solve problems, as well as providing them avenues for innovation. This project focuses on presenting a pilot study based upon a freshman challenge that will take place during the students' Summer Bridge experience. Special attention will be given to the assessment process of this experience.
- Excellence in Assessment: Lessons Learned and Future Prospects
Presenter(s): Darya Goharian and Zachary J. McDougal, IUPUI
Primary Track: Emerging Trends in Assessment (ET)
The Excellence in Assessment (EIA) program is jointly sponsored by the Voluntary System of Accountability, the Association of American Colleges & Universities (AAC&U), and the National Institute for Learning Outcomes Assessment (NILOA). EIA recognizes institutions for their exceptional assessment practices and open dialogue communication within their community. The research material came from three editions of the Assessment Update journal from 2017 until 2019. Over twenty institutions reflected on their EIA application experiences. In this presentation, we detail the successful assessment practices from institutions that can be applied on a larger scale. Additionally, we discuss the main takeaways and outline key trends to look for in the future.
- From Anecdote to Evidence: Designing Assignments to Capture the Scope of Student Learning
- Presenter(s): Hannah Vann and Kathryn Kloepper, Mercer University
Primary Track: Learning Improvement and Innovation (LI)
In 2015, Mercer implemented Research that Reaches Out, a five-year initiative designed to enhance student learning through service-focused undergraduate research. The curricular approach spans the undergraduate experience, and assessment includes evaluating thousands of student products. A challenge has been accurately capturing the scope of students’ learning with the available products. Using targeted faculty development and outreach, we leveraged assessment data to evidence the need for stronger alignment of SLOs in course assignments. The resulting changes to course design yielded assessment gains. Characteristics of strong assessment products across disciplines and strategies for integrating assessment data into faculty development will be presented.
- Implementation and Assessment Methods of Program-Level Reflective ePortfolios in Kinesiology
Presenter(s): Stephen Fallowfield, Lisa Angermeier, Allison Plopper, Rachel Swinford, and Mark Urtel, IUPUI
Primary Track: ePortfolios (EP)
The IUPUI Kinesiology Department utilizes a program-level reflective ePortfolio focusing on the personal and professional growth for all undergraduate students in the Kinesiology Department. Incorporating reflective practices prepares students by teaching the skills of a reflective practitioner. This allows students to appreciate the importance of learning new skills in the ever-changing fields of health, physical education, and fitness. All programs of study utilize an ePortfolio in several courses throughout the entire undergraduate curriculum. The ultimate goal for the ePortfolio project is to provide an avenue for students to discover and illustrate their personal journey of becoming a reflective practitioner.
- Implementation of Gamification in Pharmacy Education
Presenter(s): Ashley M. Zupancic and Karen Kier, Ohio Northern University Raabe College of Pharmacy
Primary Track: Assessment Methods (AM)
The creation of a pharmacy-theme board game was utilized to assess student knowledge and prepare them in pharmacy-related topics. The game requires students to correctly answer open-ended NAPLEX-level questions to advance toward the end. The active learning game was designed for four types of learners. Visual learners will benefit from seeing the information. Each question will be verbally discussed for auditory learners. Those who learn by reading or writing can employ these skills preparing responses. Kinesthetic learners may benefit by advancing through the game. The formatting generates friendly competition while allowing each individual to learn from one another.
- Iterative, Learner-Centered Processes in Healthcare Education: A Case for Student Reflection and Formative Assessment
Presenter(s): Eleanor M. Beltz and Beth Funkhouser, Emory & Henry College
Primary Track: Learning Improvement and Innovation (LI)
The translation of classroom-based knowledge to tangible clinic-based skills is critical to developing competent clinicians. Progressive, iterative processes with systematic integration of experiential learning activities may facilitate improved translational learning in healthcare education. This type of knowledge translation calls for continual formative evaluation and repeated reflective practices by the learner, promoting improved comprehension and the development of self-efficacy. In this presentation, we will compare and contrast three iterations of the same patient-based project, focusing on how changes in reflective and feedback practices impacted the student learning process and course learning outcomes.
- Leveraging Technology to Collect General Education Assessment Data
Presenter(s): Kate Herrell and Aaron Shilling, Lindenwood University
Primary Track: Institution-Wide Data Collection/Use (ID)
Lindenwood University used their Learning Management System (LMS), specifically the “outcomes” feature in Canvas, to engage full-time and part-time faculty in the assessment of general education outcomes. The presentation will include an overview of how the data were collected and then presented to enable faculty to make decisions about closing the loop. This project enabled the faculty to spend less time collecting data and more time strategizing about improvements to teaching and learning.
- Make Your Data Sparkle: How to Design a Brand for Aesthetically Pleasing Documents
Presenter(s): Chelsea Donovan, Northeast Ohio Medical University
Primary Track: Learning Improvement and Innovation (LI)
Establish creative direction and capture the attention of audiences with aesthetically pleasing documents! Implementation of layout and design is crucial when telling a story with data. This session discusses how to create branding guidelines such as fonts, colors, and formatting for document consistency and how to use graphs appropriately when displaying data. Various issues that arise when branding guidelines aren’t utilized will be discussed, and an interactive live demo in creating branding guidelines will be provided.
- Medical Student Perceptions of a Cultural Immersion Curriculum
- Presenter(s): Rebecca Redetzke and Shane Schellpfeffer, University of South Dakota Sanford School of Medicine
Primary Track: Graduate Education (GR)
Students in our medical education program engage in a week long cultural immersion experience each August. This experience includes a workshop, visit to a Hutterite Colony, and a student-selected three-day immersion experience with a culture in our region. Required educational activities include journaling and a poster presentation of their experience. Student feedback after the experience allows us to determine if the goals of the program have been met and if students have changed their cultural mindset.
- The Journal of Research & Practice in Assessment: A Lens for Contemplating Issues and Trends in Assessment Practice
Presenter(s): Nicholas Curtis, Marquette University; and Robin Anderson, James Madison University
Primary Track: STEM Education (SE)
The journal of Research & Practice in Assessment (RPA) has provided an outlet for assessment scholarship for more than a decade. Over that time, assessment research and practice has evolved. As with many evolutions, the assessment evolution is more a change of emphasis as opposed to a radical revolution. The current editor-in-chief and senior associate editor of RPA reflect on the past and contemplate the future of assessment through the pages of RPA.
- Using Web-Based Assessment for Students to Self-Assess and Explore Interpersonal Communication Concepts
Presenter(s): Kenneth R. Albone, Rowan University
Primary Track: Assessment Methods (AM)
A web-based program is used to enable students in an Interpersonal Communication course to self-assess themselves among ten concepts. Follow up information and exercises enable students to work on the concepts. The ten concepts are self-concept, perception, language, nonverbal communication, listening, self-disclosure, relational communication, conflict, communication competence, and interpersonal influence. Also, readings in each of these areas are recommended for the students to educate themselves on the concepts.
- Vocabulary in Motion: A Student-Centered Approach to Vocabulary Retention
Presenter(s): James Renfro, Indiana University East
Primary Track: Assessment Methods (AM)
Attendees will analyze the differences of middle school brains and the necessity for game-based and student-centered approaches to vocabulary retention. Through this fast-paced session, conference-goers will participate in popular games, such as Heads Up, Slap It and Pictionary to experience vocabulary engagement strategies that will help bring their content to life. Using motion and game-based analysis, attendees will take multiple strategies away for immediate use in their schools and classrooms.