Report from the STEM 2026 Workshop on Assessment Evaluation and

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Nội dung chi tiết: Report from the STEM 2026 Workshop on Assessment Evaluation and

Report from the STEM 2026 Workshop on Assessment Evaluation and

Report from the STEM 2026 VVÓlikồiivp onAssessment, Evaluation& Accreditation v JReport from the STEM 2026 Workshop on Assessment, Evaluation & Accred

Report from the STEM 2026 Workshop on Assessment Evaluation andditationNovember 1-3, 2018Normandale Community College, Bloomington, MNThis document is available electronically at https://cornerstone.l.b.mnsu.edu/r

eports/l.43616PI: Rebecca Bates, Minnesota State University, MankatoCoPl: Cary Komoto, Normandale Community CollegeAdvisory Board Members: Peggy Brick Report from the STEM 2026 Workshop on Assessment Evaluation and

man, University of Georgia; R. Alan Cheville, Bucknell University; Elizabeth Longley, Normandale Community College; Jose Mestre, University of Illinoi

Report from the STEM 2026 Workshop on Assessment Evaluation and

s at Urbana-Champaign; Mihaela Sabin, University of New Hampshire; James Warnock, ABETTechnical Writer: Angela Arnold, Normandale Community CollegeSug

Report from the STEM 2026 VVÓlikồiivp onAssessment, Evaluation& Accreditation v JReport from the STEM 2026 Workshop on Assessment, Evaluation & Accred

Report from the STEM 2026 Workshop on Assessment Evaluation and Minnesota State University, Mankato.https://cornerstone.lib.mnsu.edU/reports/l.This material is based upon work supported by the National Science Fou

ndation under Grant No. DUE-1843775. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) Report from the STEM 2026 Workshop on Assessment Evaluation and

and do not necessarily reflect the views of the National Science Foundation.Table of Contents1.We Start with the Student..............................

Report from the STEM 2026 Workshop on Assessment Evaluation and

....................................12.The Value of Assessment....................................................................23.Policy and Policy

Report from the STEM 2026 VVÓlikồiivp onAssessment, Evaluation& Accreditation v JReport from the STEM 2026 Workshop on Assessment, Evaluation & Accred

Report from the STEM 2026 Workshop on Assessment Evaluation and.................115.Program Accreditation and Assessment......................................................156.Crossing Multiple STEM Disciplines.

.......................................................247.Course-level Assessment...................................................................2 Report from the STEM 2026 Workshop on Assessment Evaluation and

98.Cross-content Assessment..................................................................339.STEM Education of the Future.........................

Report from the STEM 2026 Workshop on Assessment Evaluation and

.....................................3610.Coda: Wicked Challenges...................................................................3711.References...

Report from the STEM 2026 VVÓlikồiivp onAssessment, Evaluation& Accreditation v JReport from the STEM 2026 Workshop on Assessment, Evaluation & Accred

Report from the STEM 2026 Workshop on Assessment Evaluation and........................43Appendix 8: Workshop Agenda....................................................................47Report from the 2018 STEM 2

026 Workshop on Assessment. Evaluation & AccreditationPage ii1.We Start with the StudentA gathering of science, technology, engineering, and math (STE Report from the STEM 2026 Workshop on Assessment Evaluation and

M) higher education stakeholders met in November 2018 to consider the relationship between innovation in education and assessment When we talk about a

Report from the STEM 2026 Workshop on Assessment Evaluation and

ssessment in higher education, it is inextricably linked to both evaluation and accreditation, so all three were considered. The first question we ask

Report from the STEM 2026 VVÓlikồiivp onAssessment, Evaluation& Accreditation v JReport from the STEM 2026 Workshop on Assessment, Evaluation & Accred

Report from the STEM 2026 Workshop on Assessment Evaluation andration and makes our values transparent. As educators, how do we know we are having an impact? As members and implemented of institutions, programs an

d professional societies, how do we know students are learning and that what they are learning has value?The focus of this conversation was on undergr Report from the STEM 2026 Workshop on Assessment Evaluation and

aduate learning, although we acknowledge that the topic is closely tied to successful primary and secondary learning as well as graduate education. Wi

Report from the STEM 2026 Workshop on Assessment Evaluation and

thin the realm of undergraduate education, students can experience four-year institutions and two-year institutions, with many students learning at bo

Report from the STEM 2026 VVÓlikồiivp onAssessment, Evaluation& Accreditation v JReport from the STEM 2026 Workshop on Assessment, Evaluation & Accred

Report from the STEM 2026 Workshop on Assessment Evaluation andin 2015-2016 had been enrolled at a two-year or community college at some point in the previous ten years (National Student Clearinghouse Research Cen

ter, 2017).As open access institutions, community colleges reflect the full diversity of the nation, represented through race/ethnicity, gender, socio Report from the STEM 2026 Workshop on Assessment Evaluation and

economic status, first generation, age, ability, and more. They also illustrate the myriad ways that students traverse through higher education, frequ

Report from the STEM 2026 Workshop on Assessment Evaluation and

ently taking more than four to six years to complete their baccalaureate degree. Because so many entering community' college students do so with the u

Report from the STEM 2026 VVÓlikồiivp onAssessment, Evaluation& Accreditation v JReport from the STEM 2026 Workshop on Assessment, Evaluation & Accred

Report from the STEM 2026 Workshop on Assessment Evaluation and two-year institutions. Although there are different contexts, including different relationships to four-year degree programs, community colleges also

want to be sure that they are equipping students with the learning they will need to achieve their goals. Report from the STEM 2026 Workshop on Assessment Evaluation and

Report from the STEM 2026 VVÓlikồiivp onAssessment, Evaluation& Accreditation v JReport from the STEM 2026 Workshop on Assessment, Evaluation & Accred