The Application of an Assessment Model to a Costume History Course: A Case Study

Abstract

Th is paper describes the application of a Multi-Tiered Model of Assessment to a costume history course. A review of assessment literature is followed by a description of the three-tiered model. Elements of the model applied to a general education costume history course include peer review, teaching journal analysis, locally developed and national measures of student perceptions, and measures of student learning outcomes. Strategies for course redesign based on the data are discussed. ment from multiple points of view, (c) emphasize student learning outcomes, and (d) disseminate assessment results to eff ect change. Each of these guidelines is discussed below. Focus on GoalsAn eff ective assessment begins with the stated goals and outcomes of the course, selects assessment strategies appropriate for these goals, and interprets assessment results in context of the goals. Th us, the course goals are the foundation of an eff ective assessment. As Palomba and Banta (1999) point out:

A Collaboration to Teach Students to Utilize Historic Dress as Inspiration for Apparel Design

“…Appropriate assessments are important when implementing new course materials and reshaping a course to enhance students’ learning (Butler, Stonewater & Kinney, ). Butler et al.…”

“…Butler et al. () emphasized that instructors should check whether the actual delivery of the course is congruent with the planned goals. One suggested assessment was to collect feedback from students (Butler et al., ; Zuo & MaloneBeach, ).…”

“…Appropriate assessments are important when implementing new course materials and reshaping a course to enhance students' learning (Butler, Stonewater & Kinney, 2005). Butler et al (2005) emphasized that instructors should check whether the actual delivery of the course is congruent with the planned goals. One suggested assessment was to collect feedback from students (Butler et al, 2005;Zuo & MaloneBeach, 2010).…”

Assessing Students’ Perceived Success in Attainment of Course Objectives in a Retail Merchandising Class

“…The course assessment process is valuable both for instructors, for whom it can offer direction for curriculum and material delivery improvement, and for students, by providing a platform to confirm achievement of learning (Mort & Messerschmidt, ). In higher education, course assessments are frequent requirements for faculty (Butler, Stonewater, & Kinney, ; Flaherty, ). However, little research has been conducted regarding course assessment in relation to specific course objectives in the context of the apparel merchandising and retailing curriculum.…”

“…confirm achievement of learning (Mort & Messerschmidt, 2001). In higher education, course assessments are frequent requirements for faculty (Butler, Stonewater, & Kinney, 2005;Flaherty, 2013). However, little research has been conducted regarding course assessment in relation to specific course objectives in the context of the apparel merchandising and retailing curriculum.…”