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Hosted by Enflux
Provide Faculty With Actionable Curricular Assessment Data to Engage Them in Self-Directed Learning
Writing challenging assessments is a skill that very few faculty are taught when they are students. Instead, most faculty learn this skill when they start teaching. Many academic institutions conduct faculty-development programs on test development and item writing—typically offered as a daylong or multi-day workshop. There are several problems with this approach. First, these programs are not based on personalized and real curricular assessment data of the program’s faculty. Second, the workshop model approaches faculty as a group in need of remediation, rather than as self-directed expert learners. Finally, faculty engagement is not assured as participants may be present physically but not mentally given how these programs are developed and implemented. These deficiencies can be addressed by engaging faculty in their own self-paced development by providing them with actionable dashboards that contain data from their own curricular assessments and an opportunity to interact with other faculty with whom they can have stimulating discussions of what improvements can be made in their item writing skills.
- Discuss current approaches pertaining to improving a faculty’s curricular assessment skills.
- Demonstrate how Enflux dashboards can be used to engage faculty in their own self-paced, self-directed improvement of curricular assessment skills.
- Discuss a framework for developing institutional capacity for facilitating curricular assessment skills improvement.
Bupendra Shah, BSPharm, MS, PhD
Assistant Dean of Assessment
Associate Professor of Social and Administrative Sciences
Touro College of Pharmacy, New York
Alejandra Zertuche, MBA, MS
Founder and CEO