How Good Is Good Enough?: Setting Benchmarks or Standards
Analyze and Interpret Assessment Data
100 is a good score. Or is it?
A score of 100 doesnít really mean anything on its own...Was the total possible score 100? ...Or was the score 100 out of 150?...Do you even know?
As important as assessment scores are, they tell you very little without some context. And if you are going to spend a lot of time and money on assessments (and letís face it: all colleges and universities spend a lot of time and money on assessments), you must be sure that you can make sense of your results.
This seminar presents relatively simple and accessible ways to establish criteria that will enable you to analyze and interpret assessment data. It's the information you need to decode your assessment data and unlock its potential to improve student learning on your campus.
In How Good Is Good Enough?: Setting Benchmarks or Standards, we will prepare you to:
- Understand and distinguish several different kinds of standards and benchmarks, including local standards, peer benchmarks, and value-added benchmarks
- Explain the pros and cons of various kinds of standards
- Develop processes to set standards for individual student performance and targets for collective student performance
- Determine which standards are appropriate (and which arenít) for your campus and circumstances
- Involve colleagues in setting standards
- Use rubrics to articulate local standards
- Vary targets when necessary and incorporate samples of student work into discussions on standards
- Shift your perspective to view standard setting as an iterative process.
During this information-dense 90-minute seminar, your presenter also explores the value of using more than one kind of standard to gain a more complete, balanced picture of student learning, and she will explain the value of expressing targets in percentages, not averages. We provide strategies and insights that will allow you to understand assessment results and use them to improve student learning and demonstrate accountability.
- Chief academic officers
- Assistant/associate provosts or vice presidents for academic affairs
- Assessment coordinators/directors
- Assessment committee members
- Institutional research directors
- Student development staff
- Academic administrators
- Faculty governance leaders
- Department chairs
Order How Good Is Good Enough?: Setting Benchmarks or Standards today.
Product Code: OC11JA