Browsing by Subject "rubric"

Now showing 1 - 7 of 7
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    Assessing the Profiles through Written Reflections of Engaged Learning Experiences Using the AAC&U Written Communication and Integrative Learning VALUE Rubrics
    (2021-08-18) Hahn, Thomas
    This report describes an assessment activity within the IUPUI Institute for Engaged Learning (IEL) for students participating in IEL programs and the Life Health Sciences Internship (LHSI) Program during AY 2020-2021. The IEL Assessment Workgroup assessed written reflection artifacts of 124 students from 14 co-curricular programs. Using selected rows from the Written Communication and Integrative Learning VALUE Rubrics, the raters assessed the Communicator and Problem Solver Profiles of Undergraduate Learning. For Written Communication, overall results indicate that all of the student reflection artifacts at least met the benchmark for Control of Syntax and Mechanics. Nearly all (123 of 124) of the student reflection artifacts at least met the benchmark for Content Development. Overall, 99.6% of the scores for Written Communication met the benchmark. For Integrative Learning, nearly all of the student reflection artifacts (122 of 124) at least met the benchmark for Connections to Experiences. Likewise, nearly all of the student reflection artifacts (123 of 124) at least met the benchmark for Reflection and Self-Assessment. Overall, 98.8% of the scores for Integrative Learning met the benchmark.
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    Assessing the Profiles through Written Reflections of Engaged Learning Experiences Using the AAC&U Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics
    (2022-11) Hahn, Thomas W.
    This report describes an assessment activity within the IUPUI Institute for Engaged Learning (IEL)for students participating in IEL programs and the Life Health Sciences Internship (LHSI) Program during AY 2021-2022.The IEL Assessment Workgroup assessed written reflection artifacts of 100students from 10co-curricular programs. Using selected rows from the Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics, the raters assessed the Communicator, Problem Solver, and Community Contributor Profiles of Undergraduate Learning.
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    Civic-Minded Graduate: A North Star (Assessment Tools)
    (9/13/2011) Steinberg, Kathryn S.; Hatcher, Julie A.; Bringle, Robert G.
    Because of increased interest in higher education regarding the civic learning outcomes for college students and graduates, identifying and measuring civic learning outcomes is important to evaluating the efficacy of civic engagement programs and teaching strategies (e.g., service- learning). A conceptual framework for the Civic-Minded Graduate (CMG) construct is presented as well as three measurement procedures (i.e., CMG Scale, CMG Narrative Prompt and Rubric, CMG Interview Protocol and Rubric) that evaluate the construct. Results from three studies provide evidence of the psychometric properties of each measurement procedure and converging evidence to support the meaningfulness of the CMG construct. Implications of adopting the CMG as a “north star” for future research and for practice are presented.
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    IEL Assessment Workgroup Report - Assessing Written Reflections
    (2020-08-16) Hahn, Thomas
    This report describes a pilot assessment activitywithin the IUPUI Institute for Engaged Learning (IEL). As part of the strategic planning process within Division of Undergraduate Education (DUE), IEL articulated an assessment plan that included direct assessment of student learning within itsengaged learning programming. Specifically, the focusis on the “Communicator”profile within the Profilesof Learning for Undergraduate Success. To that end, this assessmentappliedthe AAC&U Written Communication VALUE Rubrictodirectly assess104students’written reflection artifactsof their experiences in AY 2019-2020.The learning outcome assessed was the following: By participating in engaged learning, students will: convey ideas effectively and ethically in oral, written, and visual forms across public, private, interpersonal, and team settings, using face-to-face and mediated channels.
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    Inter-rater Reliability of a Clinical Documentation Rubric Within Pharmacotherapy Problem-Based Learning Courses
    (American Association of Colleges of Pharmacy, 2020-07-01) Villa, Kristin R.; Sprunger, Tracy L.; Walton, Alison M.; Costello, Tracy J.; Isaacs, Alex N.; Medicine, School of Medicine
    Objective. To evaluate a clinical documentation rubric for pharmacotherapy problem-based learning (PBL) courses using inter-rater reliability (IRR) among different evaluators. Methods. A rubric was adapted for use in grading student pharmacists’ clinical documentation in pharmacotherapy PBL courses. Multiple faculty evaluators used the rubric to assess student pharmacists’ clinical documentation. The mean rubric score given by the evaluators and the standard deviation were calculated. Intra-class correlation coefficients (ICC) were calculated to determine the inter-rater reliability (IRR) of the rubric. Results. Three hundred seventeen clinical documentation submissions were scored twice by multiple evaluators using the rubric. The mean initial evaluation score was 9.1 (SD=0.9) and the mean second evaluation score was 9.1 (SD=0.9), with no significant difference found between the two. The overall ICC was 0.7 across multiple graders, indicating good IRR. Conclusion. The clinical documentation rubric demonstrated overall good IRR between multiple evaluators when used in pharmacotherapy PBL courses. The rubric will undergo additional evaluation and continuous quality improvement to ensure that student pharmacists are provided with the formative feedback they need.
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    Sam H. Jones (SHJ) Community Service Scholarship Assessment Report (2020-2021)
    (2021-08) Hahn, Thomas
    The Sam H. Jones (SHJ) Community Service Scholarship program is one of the nation’s largest service- based scholarship programs. Created in 1994, this campus program has awarded over 3,600 scholarships, totaling over $9.4 million. The program began with two Scholars in its first year and has grown to more than 150 Scholars annually in multiple programs. The purpose of SHJ is to recognize students’ prior service contributions to the community and foster their leadership, professionalism, and community involvement. This report encompasses the following SHJ programs: Alternative Break Scholars, Bonner Leader Scholars, Family, School & Neighborhood Scholars, Fugate Scholars, and Paws Scholars (see Appendix A for descriptions). They are referred collectively in this report as SAM Scholarships.
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    Spring 2021 Community Engagement Associates (CEA) Program Questionnaire Report
    (2021-09-13) Hahn, Thomas W.
    The CEA program is an employment program in which community engaged faculty and staff apply for and receive funding to employ students to provide support for courses, programs, or projects that advance the community engagement mission of IUPUI. This report details both a direct assessment of CEAs by their faculty/staff mentors and an indirect assessment of CEAs-a confidential survey of CEAs was administered in spring2021 to gather their perceptions of the program, their learning, and provide opportunities to expand on their responses. A total of 65of 72students responded for a response rate of 90%.