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| Behavior Analysis and Academic Assessment in Higher Education |
| Sunday, May 28, 2017 |
| 6:00 PM–6:50 PM |
| Convention Center 403/404 |
| Area: EDC; Domain: Translational |
| CE Instructor: Todd W. Knealing, Ph.D. |
| Chair: Emmie Hebert (University of Mississippi) |
| MARIA LYNN KESSLER (Oregon Institute of Technology) |
| TODD W. KNEALING (Briar Cliff University) |
| EMILY THOMAS JOHNSON (Behavior Attention and Developmental Disabilities Consultants, LLC) |
| Abstract: University faculty are increasingly involved in institutional assessment. As behavior analysts, we are accustomed to designing direct measures of behavior (overt and covert). Professors and instructors are relatively efficient at measuring learning outcomes from a class level (e.g. tests and assignments). However, it is a more difficult task to measure learning outcomes at the level of the program, or even the institution. Behavior analysts can help, especially with identifying measurable learning outcomes and with developing the measures for typical outcomes like “critical thinking”. Behavior analysts may contribute to the implementation of an assessment process – basically establishing a performance management system to facilitate faculty participation in assessment. Together, these tasks are a job for the behavior analyst that is separate from and in addition to a faculty position. In other words, behavior analysts can not only be a useful asset to their department by teaching their area of expertise, they can also be useful at the level of the institution through an assessment position. Panelists will discuss the responsibilities that behavior analysts have in this role. |
| Instruction Level: Basic |
| Keyword(s): academic, assessment, university |
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