Presentation of Assessment Plan

Running Head The Purpose and Value of Assessment ​ ​ ​ 1

The Purpose and Value of Assessment ED 5016 Assignment U03a1

Destin Jennings Capella University

Dear Matthew Koch: There has always been and will always be a universal assumption about assessments and the purposed of them. Just like anything in life, everyone will have their reasons why they feel it is necessary and is not. Prior to a recent course that I’ve taken on the purpose and Value of Assessment, I would’ve said that it was unnecessary and not a fair evaluation of a students progress. However, I have learned that how you view an assessment will determine your feelings towards the value of it. According to Suskie (2018), “ an assessment is just a guideline to keep us all in order and deciding what students should learn, and making sure they learn it” (p.7). I am going to warn you, putting assessments in place will come with obstacles, but the overall benefit will be worth it. Some

Running Head The Purpose and Value of Assessment ​ ​ ​ 1

The Purpose and Value of Assessment ED 5016 Assignment U03a1

Destin Jennings Capella University

Dear Matthew Koch: There has always been and will always be a universal assumption about assessments and the purposed of them. Just like anything in life, everyone will have their reasons why they feel it is necessary and is not. Prior to a recent course that I’ve taken on the purpose and Value of Assessment, I would’ve said that it was unnecessary and not a fair evaluation of a students progress. However, I have learned that how you view an assessment will determine your feelings towards the value of it. According to Suskie (2018), “ an assessment is just a guideline to keep us all in order and deciding what students should learn, and making sure they learn it” (p.7). I am going to warn you, putting assessments in place will come with obstacles, but the overall benefit will be worth it. Some

Running Head The Purpose and Value of Assessment ​ ​ ​ 1

The Purpose and Value of Assessment ED 5016 Assignment U03a1

Destin Jennings Capella University

Dear Matthew Koch: There has always been and will always be a universal assumption about assessments and the purposed of them. Just like anything in life, everyone will have their reasons why they feel it is necessary and is not. Prior to a recent course that I’ve taken on the purpose and Value of Assessment, I would’ve said that it was unnecessary and not a fair evaluation of a students progress. However, I have learned that how you view an assessment will determine your feelings towards the value of it. According to Suskie (2018), “ an assessment is just a guideline to keep us all in order and deciding what students should learn, and making sure they learn it” (p.7). I am going to warn you, putting assessments in place will come with obstacles, but the overall benefit will be worth it. Some

Running Head The Purpose and Value of Assessment ​ ​ ​ 1

The Purpose and Value of Assessment ED 5016 Assignment U03a1

Destin Jennings Capella University

Dear Matthew Koch: There has always been and will always be a universal assumption about assessments and the purposed of them. Just like anything in life, everyone will have their reasons why they feel it is necessary and is not. Prior to a recent course that I’ve taken on the purpose and Value of Assessment, I would’ve said that it was unnecessary and not a fair evaluation of a students progress. However, I have learned that how you view an assessment will determine your feelings towards the value of it. According to Suskie (2018), “ an assessment is just a guideline to keep us all in order and deciding what students should learn, and making sure they learn it” (p.7). I am going to warn you, putting assessments in place will come with obstacles, but the overall benefit will be worth it. Some

Jennings Destin Unit 3 Assignment 1 ED 5016.docx.pdf Saved to Dropbox • Dec 10, 2019 at 10:19 AM

common obstacles that will be brought up are that test scores may deter some student in a classroom when compared to their counterparts. Other obstacles may be that the instructors feel like test scores could be a bad reflection of how well they are doing instructing the class. Although these obstacles may come up, we have to remind our faculty the purpose of the assessment and that overall, it will benefit them and the students. I thought of some ways we can get the faculty to look at assessment is to hold a mandatory faculty meeting. During this meeting, we can introduce to some and reiterate to other faculty members the steps of assessment.

Suskie (2018) four steps of assessment:

Establish clear, observable expected goals for learning. Ensure that students have enough opportunities to achieve these goals. Systematically gather, analyze and interpret evidence of how well students learning meet the goals. Use the resulting information to understand and improve student learning (p.8).

By laying out all of the steps we can do for the faculty what step 1 of Suskie’s steps does for the students. We can set clear expectations and goals for them and similar to step 2, ensure that they have the support to ensure that students have the opportunities to achieve the goals set in place. Sincerely, Destin Jennings Student Services Coordinator North Carolina State University 3421 Olympia Drive Raleigh, NC 27603 Office (919)890-7532 Ext 17532 Fax (919)882-1098 E-Mail [email protected]

common obstacles that will be brought up are that test scores may deter some student in a classroom when compared to their counterparts. Other obstacles may be that the instructors feel like test scores could be a bad reflection of how well they are doing instructing the class. Although these obstacles may come up, we have to remind our faculty the purpose of the assessment and that overall, it will benefit them and the students. I thought of some ways we can get the faculty to look at assessment is to hold a mandatory faculty meeting. During this meeting, we can introduce to some and reiterate to other faculty members the steps of assessment.

Suskie (2018) four steps of assessment:

Establish clear, observable expected goals for learning. Ensure that students have enough opportunities to achieve these goals. Systematically gather, analyze and interpret evidence of how well students learning meet the goals. Use the resulting information to understand and improve student learning (p.8).

By laying out all of the steps we can do for the faculty what step 1 of Suskie’s steps does for the students. We can set clear expectations and goals for them and similar to step 2, ensure that they have the support to ensure that students have the opportunities to achieve the goals set in place. Sincerely, Destin Jennings Student Services Coordinator North Carolina State University 3421 Olympia Drive Raleigh, NC 27603 Office (919)890-7532 Ext 17532 Fax (919)882-1098 E-Mail [email protected]

common obstacles that will be brought up are that test scores may deter some student in a classroom when compared to their counterparts. Other obstacles may be that the instructors feel like test scores could be a bad reflection of how well they are doing instructing the class. Although these obstacles may come up, we have to remind our faculty the purpose of the assessment and that overall, it will benefit them and the students. I thought of some ways we can get the faculty to look at assessment is to hold a mandatory faculty meeting. During this meeting, we can introduce to some and reiterate to other faculty members the steps of assessment.

Suskie (2018) four steps of assessment:

Establish clear, observable expected goals for learning. Ensure that students have enough opportunities to achieve these goals. Systematically gather, analyze and interpret evidence of how well students learning meet the goals. Use the resulting information to understand and improve student learning (p.8).

By laying out all of the steps we can do for the faculty what step 1 of Suskie’s steps does for the students. We can set clear expectations and goals for them and similar to step 2, ensure that they have the support to ensure that students have the opportunities to achieve the goals set in place. Sincerely, Destin Jennings Student Services Coordinator North Carolina State University 3421 Olympia Drive Raleigh, NC 27603 Office (919)890-7532 Ext 17532 Fax (919)882-1098 E-Mail [email protected]

common obstacles that will be brought up are that test scores may deter some student in a classroom when compared to their counterparts. Other obstacles may be that the instructors feel like test scores could be a bad reflection of how well they are doing instructing the class. Although these obstacles may come up, we have to remind our faculty the purpose of the assessment and that overall, it will benefit them and the students. I thought of some ways we can get the faculty to look at assessment is to hold a mandatory faculty meeting. During this meeting, we can introduce to some and reiterate to other faculty members the steps of assessment.

Suskie (2018) four steps of assessment:

Establish clear, observable expected goals for learning. Ensure that students have enough opportunities to achieve these goals. Systematically gather, analyze and interpret evidence of how well students learning meet the goals. Use the resulting information to understand and improve student learning (p.8).

By laying out all of the steps we can do for the faculty what step 1 of Suskie’s steps does for the students. We can set clear expectations and goals for them and similar to step 2, ensure that they have the support to ensure that students have the opportunities to achieve the goals set in place. Sincerely, Destin Jennings Student Services Coordinator North Carolina State University 3421 Olympia Drive Raleigh, NC 27603 Office (919)890-7532 Ext 17532 Fax (919)882-1098 E-Mail [email protected]

common obstacles that will be brought up are that test scores may deter some student in a classroom when compared to their counterparts. Other obstacles may be that the instructors feel like test scores could be a bad reflection of how well they are doing instructing the class. Although these obstacles may come up, we have to remind our faculty the purpose of the assessment and that overall, it will benefit them and the students. I thought of some ways we can get the faculty to look at assessment is to hold a mandatory faculty meeting. During this meeting, we can introduce to some and reiterate to other faculty members the steps of assessment.

Suskie (2018) four steps of assessment:

Establish clear, observable expected goals for learning. Ensure that students have enough opportunities to achieve these goals. Systematically gather, analyze and interpret evidence of how well students learning meet the goals. Use the resulting information to understand and improve student learning (p.8).

By laying out all of the steps we can do for the faculty what step 1 of Suskie’s steps does for the students. We can set clear expectations and goals for them and similar to step 2, ensure that they have the support to ensure that students have the opportunities to achieve the goals set in place. Sincerely, Destin Jennings Student Services Coordinator North Carolina State University 3421 Olympia Drive Raleigh, NC 27603 Office (919)890-7532 Ext 17532 Fax (919)882-1098 E-Mail [email protected]

common obstacles that will be brought up are that test scores may deter some student in a classroom when compared to their counterparts. Other obstacles may be that the instructors feel like test scores could be a bad reflection of how well they are doing instructing the class. Although these obstacles may come up, we have to remind our faculty the purpose of the assessment and that overall, it will benefit them and the students. I thought of some ways we can get the faculty to look at assessment is to hold a mandatory faculty meeting. During this meeting, we can introduce to some and reiterate to other faculty members the steps of assessment.

Suskie (2018) four steps of assessment:

Establish clear, observable expected goals for learning. Ensure that students have enough opportunities to achieve these goals. Systematically gather, analyze and interpret evidence of how well students learning meet the goals. Use the resulting information to understand and improve student learning (p.8).

By laying out all of the steps we can do for the faculty what step 1 of Suskie’s steps does for the students. We can set clear expectations and goals for them and similar to step 2, ensure that they have the support to ensure that students have the opportunities to achieve the goals set in place. Sincerely, Destin Jennings Student Services Coordinator North Carolina State University 3421 Olympia Drive Raleigh, NC 27603 Office (919)890-7532 Ext 17532 Fax (919)882-1098 E-Mail [email protected]

Dear Tiffany: I just wanted to reach out to you personally regarding our new direction we are going in with assessments. Yesterday, when we all discussed the change, it seems like everyone was excited about it, but I could tell from what you said that you didn’t want more work added to your daily task. I get it and I completely agree with you. We already do a lot around here and the last thing we need is more work and hours. However, I just wanted to share with you some things I discovered about the value of an assessment. I have been reading this article, Assessing student learning: A common sense guide, by Linda Suskie. It has been amazing in helping me to see how beneficial assessments are. According to Suskie (2018), there are 4 steps to an assessment to keep us aligned in student learning.

Suskie’s (2018) four steps to assessment are: Establish clear, observable expected goals for learning; Ensure that students have enough opportunities to achieve these goals; Systematically gather, analyze and interpret evidence of how well students learning meet the goals; and to use the resulting information to understand and improve student learning (p.8).

As you can see, it is all very straightforward and not more work for us. In fact, it will make our jobs easier. Imagine how many times things come up in the semester and we have to re-write the syllabus, I know I hate it too. Now we can have one that is directly correlated to the assessments and the students know ahead of time what is expected of them. They will know exactly what will be on the test because of the clear expectations that are set out for them for the beginning. Overall, the scores from

Dear Tiffany: I just wanted to reach out to you personally regarding our new direction we are going in with assessments. Yesterday, when we all discussed the change, it seems like everyone was excited about it, but I could tell from what you said that you didn’t want more work added to your daily task. I get it and I completely agree with you. We already do a lot around here and the last thing we need is more work and hours. However, I just wanted to share with you some things I discovered about the value of an assessment. I have been reading this article, Assessing student learning: A common sense guide, by Linda Suskie. It has been amazing in helping me to see how beneficial assessments are. According to Suskie (2018), there are 4 steps to an assessment to keep us aligned in student learning.

Suskie’s (2018) four steps to assessment are: Establish clear, observable expected goals for learning; Ensure that students have enough opportunities to achieve these goals; Systematically gather, analyze and interpret evidence of how well students learning meet the goals; and to use the resulting information to understand and improve student learning (p.8).

As you can see, it is all very straightforward and not more work for us. In fact, it will make our jobs easier. Imagine how many times things come up in the semester and we have to re-write the syllabus, I know I hate it too. Now we can have one that is directly correlated to the assessments and the students know ahead of time what is expected of them. They will know exactly what will be on the test because of the clear expectations that are set out for them for the beginning. Overall, the scores from

Dear Tiffany: I just wanted to reach out to you personally regarding our new direction we are going in with assessments. Yesterday, when we all discussed the change, it seems like everyone was excited about it, but I could tell from what you said that you didn’t want more work added to your daily task. I get it and I completely agree with you. We already do a lot around here and the last thing we need is more work and hours. However, I just wanted to share with you some things I discovered about the value of an assessment. I have been reading this article, Assessing student learning: A common sense guide, by Linda Suskie. It has been amazing in helping me to see how beneficial assessments are. According to Suskie (2018), there are 4 steps to an assessment to keep us aligned in student learning.

Suskie’s (2018) four steps to assessment are: Establish clear, observable expected goals for learning; Ensure that students have enough opportunities to achieve these goals; Systematically gather, analyze and interpret evidence of how well students learning meet the goals; and to use the resulting information to understand and improve student learning (p.8).

As you can see, it is all very straightforward and not more work for us. In fact, it will make our jobs easier. Imagine how many times things come up in the semester and we have to re-write the syllabus, I know I hate it too. Now we can have one that is directly correlated to the assessments and the students know ahead of time what is expected of them. They will know exactly what will be on the test because of the clear expectations that are set out for them for the beginning. Overall, the scores from

Dear Tiffany: I just wanted to reach out to you personally regarding our new direction we are going in with assessments. Yesterday, when we all discussed the change, it seems like everyone was excited about it, but I could tell from what you said that you didn’t want more work added to your daily task. I get it and I completely agree with you. We already do a lot around here and the last thing we need is more work and hours. However, I just wanted to share with you some things I discovered about the value of an assessment. I have been reading this article, Assessing student learning: A common sense guide, by Linda Suskie. It has been amazing in helping me to see how beneficial assessments are. According to Suskie (2018), there are 4 steps to an assessment to keep us aligned in student learning.

Suskie’s (2018) four steps to assessment are: Establish clear, observable expected goals for learning; Ensure that students have enough opportunities to achieve these goals; Systematically gather, analyze and interpret evidence of how well students learning meet the goals; and to use the resulting information to understand and improve student learning (p.8).

As you can see, it is all very straightforward and not more work for us. In fact, it will make our jobs easier. Imagine how many times things come up in the semester and we have to re-write the syllabus, I know I hate it too. Now we can have one that is directly correlated to the assessments and the students know ahead of time what is expected of them. They will know exactly what will be on the test because of the clear expectations that are set out for them for the beginning. Overall, the scores from

set out for them for the beginning. Overall, the scores from assessments can also help us to grow each year. We can take those scores and see what lessons may need to be changed in order for the students to get the most out of our course. I just wanted you to know that you got this, if you need anything let me know. I will see you at lunch tomorrow. Enjoy the rest of your evening J! Best, Destin Jennings Student Services Coordinator North Carolina State University 3421 Olympia Drive Raleigh, NC 27603 Office (919)890-7532 Ext 17532 Fax (919)882-1098 E-Mail [email protected]

​ ​ ​ ​References: Suskie, L. (2018). Assessing student learning: A common sense guide (3rd ed.). San Francisco, CAL Jossey- Bass.

set out for them for the beginning. Overall, the scores from assessments can also help us to grow each year. We can take those scores and see what lessons may need to be changed in order for the students to get the most out of our course. I just wanted you to know that you got this, if you need anything let me know. I will see you at lunch tomorrow. Enjoy the rest of your evening J! Best, Destin Jennings Student Services Coordinator North Carolina State University 3421 Olympia Drive Raleigh, NC 27603 Office (919)890-7532 Ext 17532 Fax (919)882-1098 E-Mail [email protected]

​ ​ ​ ​References: Suskie, L. (2018). Assessing student learning: A common sense guide (3rd ed.). San Francisco, CAL Jossey- Bass.

set out for them for the beginning. Overall, the scores from assessments can also help us to grow each year. We can take those scores and see what lessons may need to be changed in order for the students to get the most out of our course. I just wanted you to know that you got this, if you need anything let me know. I will see you at lunch tomorrow. Enjoy the rest of your evening J! Best, Destin Jennings Student Services Coordinator North Carolina State University 3421 Olympia Drive Raleigh, NC 27603 Office (919)890-7532 Ext 17532 Fax (919)882-1098 E-Mail [email protected]

​ ​ ​ ​References: Suskie, L. (2018). Assessing student learning: A common sense guide (3rd ed.). San Francisco, CAL Jossey- Bass.

set out for them for the beginning. Overall, the scores from assessments can also help us to grow each year. We can take those scores and see what lessons may need to be changed in order for the students to get the most out of our course. I just wanted you to know that you got this, if you need anything let me know. I will see you at lunch tomorrow. Enjoy the rest of your evening J! Best, Destin Jennings Student Services Coordinator North Carolina State University 3421 Olympia Drive Raleigh, NC 27603 Office (919)890-7532 Ext 17532 Fax (919)882-1098 E-Mail [email protected]

​ ​ ​ ​References: Suskie, L. (2018). Assessing student learning: A common sense guide (3rd ed.). San Francisco, CAL Jossey- Bass.