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Conceptual Elements for Performance Assessment for Faculty and Student Learning

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Assessing Competence in Professional Performance across Disciplines and Professions

Part of the book series: Innovation and Change in Professional Education ((ICPE,volume 13))

Abstract

This conceptual chapter clarifies elements for performance assessment that hold promise for designing performance assessments, including capstone and portfolio assessments. Elements were originally determined by Alverno College faculty from their practice in 1973 and combined with an internal and external literature review of relevant theoretical frameworks across time. This literature review included many early citations of such concepts as active learning, self-reflection and self-monitoring, assessment and judgment in relation to criteria, and the role of samples of performance in assessment. For this chapter, citations from literature external to the College and Alverno literature have been recently reviewed and illuminated for the following elements of performance assessment, also articulated as learning processes, transformative learning cycles, and learning outcomes. (1) Self-reflection on learning own abilities; (2) Self assessing performance and using feedback to improve it over time; (3) Learners developing metacognitive performance; (4) Learners developing professional expertise; and (5) Learners developing identity as a self-sustained and unique learner, contributor, and professional.

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Notes

  1. 1.

    Section prepared by Margaret Rauschenberger, Professor of Nursing and Interim Dean, JoAnn McGrath School of Nursing, Alverno College, and Master of Science in Nursing (MSN), Registered Nurse, (RN), and Certified Correctional Health Professional (CCHP). She serves on the Curriculum Committee, Educational Policies Committee, and Problem Solving Department. Rauschenberger also maintains her practice as an advanced practice nurse in a jail setting. Rauschenberger email address: margaret.rauschenberger@alverno.edu.

  2. 2.

    Section prepared by Dena Lieberman, former Dean of the Alverno College School of Business and Professor of Business and Management. Lieberman earned her PhD in Anthropology from the University of Wisconsin, Madison, and an MBA from Marquette University. Lieberman email address: dena.lieberman@alverno.edu.

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Author information

Authors and Affiliations

  1. Professor Emerita, Psychology, Alverno College, Milwaukee, WI, USA

    Marcia Mentkowski

  2. Professor Emerita, Education, Alverno College, Milwaukee, WI, USA

    Mary E. Diez

  3. Business and Management, Alverno College, Milwaukee, WI, USA

    Dena Lieberman

  4. Education, Alverno College, Milwaukee, WI, USA

    Desiree Pointer Mace

  5. Nursing, Alverno College, Milwaukee, WI, USA

    Margaret Rauschenberger

  6. Sociology, Arts and Humanities, Alverno College, Milwaukee, WI, USA

    Jeana Abromeit

Authors
  1. Marcia Mentkowski
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  2. Mary E. Diez
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  3. Dena Lieberman
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  4. Desiree Pointer Mace
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  5. Margaret Rauschenberger
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  6. Jeana Abromeit
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Corresponding author

Correspondence to Marcia Mentkowski .

Editor information

Editors and Affiliations

  1. University of California, Los Angeles, California, USA

    Paul F. Wimmers

  2. Alverno College, Milwaukee, Wisconsin, USA

    Marcia Mentkowski

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Mentkowski, M., Diez, M.E., Lieberman, D., Pointer Mace, D., Rauschenberger, M., Abromeit, J. (2016). Conceptual Elements for Performance Assessment for Faculty and Student Learning. In: Wimmers, P., Mentkowski, M. (eds) Assessing Competence in Professional Performance across Disciplines and Professions. Innovation and Change in Professional Education, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-30064-1_2

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  • DOI: https://doi.org/10.1007/978-3-319-30064-1_2

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