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University of Connecticut Neag School of Education Office of Assessment

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The philosophy embraced by the Office is that each person has ownership in assessment as the School strives for a model of excellence, embracing and promoting a culture characterized by evidence-based decisions. One full-time member – a director – facilitates this process. She uses a collaborative process such as employing committee structures, a dedicated cadre of graduate assistants, and other means to accomplish this as there is no one full-time staff or faculty assigned to this office. Assessment is further facilitated by the Neag Assessment Committee (NAC) and our various assessment subcommittees. The NAC team has representation across all levels (students, faculty, staff, administrators) and units (four departments and the teacher education unit), and is chaired by the director. The Neag School of Education Assessment Plan (3rd edition, 2012), developed by the NAC, has incorporated many best practices by embracing the following:

  • A focus on facilitating an assessment culture.
  • A system of participatory participation in assessment development and reporting by the Neag Assessment Committee and others.
  • Formative and summative assessments at both the candidate and program level embrace ongoing feedback on a continual basis.
  • Internal data with efforts made to ensure that assessments are credible, fair, consistent, accurate, and unbiased leading to multiangulation.
  • Information available from external sources such as state licensing exams, evaluation through clinic experiences, employer reports, and alumni studies.
  • Alignment to all accreditation processes from the university to program levels.
  • A concerted effort to provide a spotlight on assessment.
  • Assessment research opportunities.
  • A system for reviewing and approving the plan.

NCME GLOSSARY OF IMPORTANT ASSESSMENT AND MEASUREMENT TERMS

By April L. Zenisky, NCME Website Board Member, September 2013 edition of NCME Newsletter

From ability to variance, and plenty in between, the ‘Glossary of Important Assessment and Measurement Terms’ located on the NCME Website is a resource that is intended to provide an accessible dictionary of assessment-related terms for use by a non-technical, lay audience. It offers definitions for a number of technical or specialized terms in a way that is purposefully straightforward, to maximize access for persons such as K-12 educators, parents of students, media writers, adult test takers, researchers who use assessment instruments or existing assessment results in their work, policy makers at the state and national levels, and higher education administrators in areas such as admissions or institutional research.

The glossary can be found on the NCME Website directly through this link (http://ncme.org/resource-center/glossary/), or by clicking on “Glossary” under the Resource Center link on the NCME homepage. It is searchable by word or can be browsed by letter. As users type a search word or term, a list of matches in the glossary appears.

There are approximately 150 entries in the glossary, and the terms included were selected to reflect a broad range of concepts and labels across the realms of achievement, aptitude, and psychological assessment. The glossary was initially developed by Glossary Editor David Frisbie in collaboration with an advisory board, who together sought to cut across testing contexts and perspectives to identify terms meeting the broad intended scope of the glossary tool. All definitions for glossary terms were developed by the Glossary Editor and were fully reviewed by the advisory board.