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dc.contributor.authorMoore, Allison Amanda
dc.date.accessioned2014-10-14T04:30:15Z
dc.date.available2014-10-14T04:30:15Z
dc.date.issued2014-05
dc.identifier.othermoore_allison_a_201405_ms
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms
dc.identifier.urihttp://hdl.handle.net/10724/30560
dc.description.abstractProgrammatic assessment is used by institutions and/or departments to prompt conversations about the status of student learning and make informed decisions about educational programs. This report follows the experiences of the Department of Statistics at the University of Georgia during their process of developing an assessment plan for the undergraduate statistics major. The cyclic assessment process includes four steps: establishing student learning outcomes, deciding on assessment methods, collecting and analyzing data, and reflecting on the results. The theory behind each of these steps and the concept of curriculum mapping is discussed. Key assessment terms, like direct and indirect measures, are introduced in relation to popular assessment methods. Rubrics are also advocated as a direct method that aids in program assessment. The report concludes with a recommendation for an assessment plan for the department.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectStudent learning outcomes
dc.subjectProgrammatic assessment
dc.subjectCurriculum mapping
dc.subjectUndergraduate statistics
dc.subjectAssessment methods
dc.titleProgrammatic assessment for an undergraduate statistics major
dc.typeThesis
dc.description.degreeMS
dc.description.departmentStatistics
dc.description.majorStatistics
dc.description.advisorJennifer Kaplan
dc.description.committeeJennifer Kaplan
dc.description.committeeLynne Seymour
dc.description.committeeJaxk Reeves


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