A Case Study of Instructional Delivery Formats

A Case Study of Instructional Delivery Formats

Joan Aitken (Park University and University of Missouri-Kansas City, USA)
DOI: 10.4018/978-1-60566-667-9.ch011
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Abstract

This chapter uses a case study to exemplify one approach to assessment of three instructional delivery formats: (a) online, (b) distance, satellite campuses, and (c) traditional onground format. Student competencies on learning outcomes in a basic interpersonal communication college course were analyzed on a core assessment project—a course assignment portfolio—using a department-approved assessment rubric. Scoring of 95 assessments suggested that significantly more students reached competency levels in the traditional format than in the distance and online formats. A high percentage of students in all three formats failed synthesis, conceptual, values, and critical literacy competencies. This assessment effort provides an example of how faculty can employ assessment as part of a continuous improvement cycle.
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Developmental Perspective

Perhaps an emphasis on test and accountability in kindergarten through graduate education has created an ethic of assessment in the United States. Much of the impetus for higher education assessment began during the 1980’s, when some state legislatures began mandated assessment with the intention of linking funding to program success. Effective assessment of programs is still crucial today (Stephen, 2008), given that this trend has continued with all six regional higher education accrediting agencies requiring systematic assessment. The state universities mandated to conduct assessment twenty years ago blazed the way, so that today there is a large body of literature to which faculty can turn.

By 1990, 82 percent of U.S. colleges and universities had systematic assessment procedures in place. Typically, these assessment procedures focused most on the program or institution rather than on the student. Further, for the field of communication studies, such systematic assessment has been used for the basic course to graduate courses (Aitken, 1994; Canary, & MacGregor, 2008; Makay, 1997; McBath, 1979; Morreale, Hugenberg, & Worley, 2006; Rubin, 1984; Wardrope, 1999). When the focus changed to measuring student competencies, however, the overall purpose typically became the improvement of quality in courses, teaching, and programs (Hay, 1992).

Key Terms in this Chapter

Flagship Campus: The original campus of the university, where face-to-face courses are taught in a 16 week format.

Competency Components: Demonstrated course-related mastery of analysis, application, components, concepts, critical literacy, evaluation, synthesis, terminology, values, and whole core assessment.

Evaluation: In Bloom’s taxonomy, higher order thinking where a student can look for multiple correct answers and determine value.

Traditional Format: Instructional delivery format, which is onground, face-to-face, at the flagship campus.

Analysis: In Bloom’s taxonomy, higher order thinking where a student can categorize, compare, and contrast ideas or concepts.

Synthesis: In Bloom’s taxonomy, higher order thinking where a student puts together multiple ideas.

Core Assessment: An assignment designed to measure 75% of core learning outcomes.

Program Coordinators: Faculty on the flagship campus responsible for supervising the course.

Critical Literacy: In Bloom’s taxonomy, higher order thinking that demonstrates an analytical and evaluative approach to problem solving that goes beyond learning exercises.

Components: Student thinking that demonstrates use of key ideas or fundamental theories from course content.

Distance Format: Instructional delivery format, which is at a distance location at a satellite center, onship, or at a military installation.

Concepts: Lower order thinking where a student can appropriately define basic ideas from the content.

Assessment: The process of analyzing student learning before, during, and after instruction. In this case, assessment is the analysis of student competency levels through measurement of the core assessment for the course.

Application: In Bloom’s taxonomy, higher order thinking where a student can take principles learned and effectively apply them to real world contexts, particularly from the student’s own life experiences.

Core Learning Outcomes: Student learning objectives for a course.

Values: Student thinking that demonstrates an understanding of communication principles that appreciate principles such as freedom, democracy, ethics, honesty, and character.

Online format: Instructional delivery format, which uses course environment software via the Internet.

Terminology: Lower order thinking where a student correctly recalls or uses jargon from the field.

Rubric: A table of components to be measured by the core assessment, as related to the core learning outcomes.

Whole: Student thinking that demonstrates a holistic approach to course learning.

Complete Chapter List

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Dedication
Editorial Advisory Board
Table of Contents
Preface
Christopher S. Schreiner
Acknowledgment
Christopher S. Schreiner
Chapter 1
Melissa A. Dyehouse, John Y. Baek, Richard A. Lesh
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Chapter 2
Hedva Lewittes
In this chapter critical thinking is assessed using two critical thinking learning outcomes that were required for the State University of New... Sample PDF
A Critical Thinking Rubric as the Basis of Assessment and Curriculum
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Chapter 3
Suzanne Pieper, Erika Edwards, Brandon Haist, Walter Nolan
The purpose of this chapter is to review literature over the past ten years regarding technology tools that are being used in higher education to... Sample PDF
A Survey of Effective Technologies to Assess Student Learning
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Chapter 4
John Baer, Sharon S. McKool
The Consensual Assessment Technique is a powerful tool used by creativity researchers in which panels of expert judges are asked to rate the... Sample PDF
Assessing Creativity Using the Consensual Assessment Technique
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Chapter 5
Christine Charyton, Zorana Ivcevic, Jonathan A. Plucker, James C. Kaufman
This chapter discusses creativity assessment as a means for evaluating skills required in higher education. Creativity is assessed in the context of... Sample PDF
Creativity Assessment in Higher Education
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Chapter 6
Asao B. Inoue
This chapter articulates writing assessment as a technology, theorized with three aspects (power, parts, and purpose), accounting for the ways in... Sample PDF
The Technology of Writing Assessment and Racial Validity
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Chapter 7
Sheila S. Thompson, Annemarie Vaccaro
The purpose of this chapter is to address epistemological and methodological approaches to assessing assessment. The authors’ intent is to show how... Sample PDF
Qualitative and Quantitative Methods as Complementary Assessment Tools
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Chapter 8
Teresa Flateby
The development of the Cognitive Level and Quality of Writing Assessment online system is described in this chapter. Beginning with needs identified... Sample PDF
Effects of Assessment Results on a Writing and Thinking Rubric
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Chapter 9
Barbara D’Angelo, Barry Maid
Outcomes-based assessment provides data for programs to demonstrate student learning as a result of their enrollment in the program and to assess... Sample PDF
Assessing Outcomes in a Technical Communication Capstone
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Chapter 10
Sonya Borton, Alanna Frost, Kate Warrington
As Jacqueline Jones Royster articulated at the 2006 Conference on College Composition and Communication, English departments are already assessing... Sample PDF
Assessing the Composition Program on Our Own Terms
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Chapter 11
Joan Aitken
This chapter uses a case study to exemplify one approach to assessment of three instructional delivery formats: (a) online, (b) distance, satellite... Sample PDF
A Case Study of Instructional Delivery Formats
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Chapter 12
Victor W. Brunsden
The author present a case-study of a classroom technique that allows assessment and some remediation of several shortcomings of college student... Sample PDF
Inverting the Remedial Mathematics Classroom with Alternative Assessment
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Chapter 13
David A. Eubanks
This chapter describes Coker College’s subjective performance assessment program to rate student thinking and communication skills. It uses a... Sample PDF
A Case Study of Authentic Assessment
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Chapter 14
P. Tokyo Kang, David Gugin
This chapter reports an outcomes assessment study conducted at the University of Guam. The assessment project was conducted during the 2006-07 and... Sample PDF
Outcomes Assessment in Japanese Language Instruction
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Chapter 15
Barika Barboza, Frances Singh
This chapter describes an outcomes assessment study completed in a basic composition course at a small urban open admissions community college. The... Sample PDF
Assessing the Effectiveness of a Basic Writing Course
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Chapter 16
Lorraine Gilpin, Yasar Bodur, Kathleen Crawford
Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe... Sample PDF
Peer Assessment for Development of Preservice Teachers
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Chapter 17
Charlotte Brammer, Rhonda Parker
In 2002, Samford University began working on a long-term learning assessment plan designed to evaluate its undergraduates’ competencies in written... Sample PDF
Workshops and E-Portfolios as Transformational Assessment
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Chapter 18
Daniel F. Chambliss
This chapter describes how the trend favoring assessment initiatives of a system-wide scope such as program review and collegiate learning... Sample PDF
A Neglected Necessity in Liberal Arts Assessment: The Student as the Unit of Analysis
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Chapter 19
Deirdre Pettipiece, Timothy Ray, Justin Everett
Perhaps due to its applicability as a performance of skill sets in virtually all disciplines, writing as a mechanism for measuring student success... Sample PDF
Redefining Writing Reality Multi-Modal Writing and Assessment
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Chapter 20
Sean A. McKitrick
This chapter introduces methods that can be used to engage faculty in the assessment process, working within a shared governance structure in... Sample PDF
Engaging Faculty as a Strategic Choice in Assessment
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Chapter 21
Steven M. Culver, Ray VanDyke
There is much in the assessment literature about the necessity of developing a culture of assessment and mandates from accrediting bodies include... Sample PDF
Developing a Receptive and Faculty-Focused Environment for Assessment
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Chapter 22
John Wittman
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New Collaborations for Writing Program Assessment
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Chapter 23
Mya Poe
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Reporting Race and Ethnicity in International Assessment
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Chapter 24
Joan Hawthorne, Tatyana Dumova, April Bradley, Daphne Pederson
In this chapter the authors describe a method developed to assess the outcome of a “cultural familiarity” general education goal. Challenges in... Sample PDF
Method Development for Assessing a Diversity Goal
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About the Contributors