Monthly Archives: February 2013

Taking a look at the Item Analysis Data

We would like to encourage the faculty from the College of Pharmacy and Health Sciences to review the Item Analysis that is printed for you after we grade your exam.

If you are interested in learning more about the Item Analysis; please review the document we uploaded called “Item Analysis Breakdown”.

Preview:  Item Analysis Breakdown

“After an objective test has been administered and scored, it is desirable to evaluate the effectiveness of the items. In order to improve items, it is necessary to examine whether or not they are doing the job for which they were designed.”

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Culture of Assessment Project

The Office of Assessment is planning to move forward with our research project that addresses the culture of assessment within the College of Pharmacy.  This project began with surveying the faculty regarding their perception of the assessment culture within the college.  The next step will be to survey the students in order to determine their perception.  This information will lead to some type of change being implemented that is based on the faculty and student feedback.  It is hoped that this change will strengthen the college’s culture of assessment.  The final step will be to survey the faculty once again in order to determine if this goal has been achieved.  The Office of Assessment will be submitting a proposal to display these results at the poster session in Indianapolis at the annual Assessment Institute conference in October.  The ultimate goal is to present the final research project at the AACP Annual Meeting in July 2014.

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Journal Club for Assessment

Good Morning Assessment Team!

How about we start our own Assessment Journal Club on our blog! This can be a great forum to begin posting articles that are relevant to our field. We can drive our discussion points to stimulate new ideas, evaluate new research and keep abreast of current trends.

Here is my first submission:

http://www.facultyfocus.com/articles/educational-assessment/the-assessment-movement-revisiting-faculty-resistance/

I will also attach an article that is from 2004 titled:
“Addressing Key Challenges of Higher Education Assessment”

Assessment Article I

Look forward to reading your posts.

Have a great day team!

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Filed under Research

Google Drive for Project Management

Google drive is great, but it is not always obvious how best to use it for project management. With just a few steps though, you can be up and running with minimal effort.

1) Use the drive like an external drive.
One of the greatest features that Google didn’t have when it first started was a directory structure. Users like a directory (folder) structure and shortly after starting drive Google implemented directories.
The best part of these directories is the way that sharing was implemented. Just like any other file you might have on the drive sharing settings can be implemented on directories.
All of this means, that for each project you can set up a directory, by default you will have read/write access (more in this later), add all of the other users that you would like to share with, and boom, you have central shared space for all project members. Any file you drop into the directory will be shared with all.

2) Pay attention to sharing preferences.
As mentioned above, setting preferences on a directory can be very helpful. Once set, anytime you place a file in that directory, it inherits the sharing preferences of the directory. All your files for a project can be shared with the group, if optimal, you the owner can maintain read/write access, while the group only has read access. This way sets of files can be shared from a single project directory. This includes files and subdirectories that you have included for organization.

3) Let your users use their own credentials.
Implicit in the directions above is your use of individual accounts. The advantage here is that group members log into and out of the shared space using their own credentials that they are responsible for remembering. You must ask what credentials they would like to use, but once you have set this up once, you are done. If you have a user or users that don’t have or don’t want to share their credentials you can create a read only account for them to use.

With just those three you should be off to a good start.

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Assessment Campaign – Health Sciences Program

We have been striving for a better response rate on our didactic surveys that are sent out through survey monkey.

As a team – can we discuss the idea of starting an assessment campaign here at the Bartilucci center. We can create posters and hang them up in the classrooms and hall ways promoting the surveys – sponser a lunch for the students to learn more about the surveys that are distributed from our office. (these are some ideas)

Most of the surveys are sent out to the Physician Assistant students at this time – but in the near future, Rad Sci and CLS will be joining on and I think it’s important to involve all of the students here in understanding the importance of their feedback.

From a professional stand point, they will be moving into careers that are subject to patient satisfaction surveys regarding their performance on a blind basis, some of the students on rotations already come back and say how they now understand how important the data from a survey can be, and how it can make a difference.

heres an idea:
NSS Poster

Thanks – Pam

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Assessment from Bartilucci Center

Alumni Surveys – Discuss with Program Directors the average time an Alumni survey should be open, (accreditation standards)

Public Health – Reviewed Scantron with Program Director

Pharmacy – Discussed graduate exit surveys with Dean Zito. Contacted the three students of this calendar year that have defended. F/U needed

Note: I was reading earlier blog posts and wanted to say that I am taking online Coursera classes now and it has been a great experience. I would support the idea of taking an Assessment driven course on Coursera.

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Graduate Student Exit Interviews

Every year, we ask our PharmD graduates to complete exit interviews before graduation. These exit interviews serve to give us a student perspective on what our Pharmacy students think about the College, their program, the curriculum and the overall experience. We ask them questions based on the three major components of their education here: didactic, laboratory and experiential. Faculty volunteers conduct these interviews and report their findings to the Office of Assessment. We then compile the data, and present it to the Committee on Assessment and Outcomes.

A new initiative this year, will be the process of conducting exit interviews to graduating MS and PhD students. As MS and PhD students finish at various times, and don’t have nearly as set of a schedule as PharmD students, it becomes difficult to organize the process of exit interviews. This year, the Office of Assessment has taken on the task of tracking down students that are defending and scheduling them for one-on-one interviews with faculty. The hope is that these students show an interest in giving us their opinion of the program by sitting for an interview before they leave us.

As we begin the process of scheduling these May graduates, our next task will be to come to a consensus on questions for the graduate exit interviews. What do we ask these students? Do we stick with the same basic questions that we ask of our PharmD graduates (strengths, weaknesses, general comments)? Or do we go deeper, and ask questions more specifically related to graduate education and how we can foster it within our College?

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