Obligatory Joke Part 1 An eccentric philosophy professor gave a one question final exam after a semester dealing with a broad array of topics.

Transcription

1 Obligatory Joke Part 1 An eccentric philosophy professor gave a one question final exam after a semester dealing with a broad array of topics. The class was already seated and ready to go when the professor picked up his chair, plopped it on his desk and wrote on the board: "Using everything we have learned this semester, prove that this chair does not exist." Fingers flew, erasers erased, notebooks were filled in furious fashion. Some students wrote over 30 pages in one hour attempting to refute the existence of the chair. One member of the class however, was up and finished in less than a minute. Weeks later when the grades were posted, the rest of the group wondered how he could have gotten an A when he had barely written anything at all. Continued

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3 Assessment Institute (October 2012, Indianapolis, Indiana) Summary of Institute insights by attendees Stacie Rose & Syreeta Williams HCC Institutional & Classroom Assessment An update from Sarah Diel-Hunt

4 Presented by The Office of Planning and Institutional Improvement at Indiana University-Purdue University Indianapolis

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6 What is it? What is the goal of assessment? Why do assessment? How can we assess as if learning matters most? How can we provide effective assessment and feedback? Rubrics

7 Informal or Formal Formalized, continual process of gathering evidence of learning and gaps in learning and using that evidence to provide feedback and fine tune instruction Classifications: Formative Assessments: Occur often while instruction is underway Summative Assessments: Occur after instruction Interim Assessment: Medium-cycle

8 Improve Teaching/Learning Accountability Tension To improve learning, weaknesses and gaps in our practices must be detected. To demonstrate accountability, we display our successes.

9 1. Enrich teaching practices. 2. Increase student retention. 3. Improve student learning. 4. Enhance our student s skill sets for better employment opportunities. 6. Guide our students in their collegiate decision making. 7. Attend and utilize professional development activities. 8. Provide administration with information important for personnel decisions, public relations, program review and accreditation.

10 Focus learner s attention Illuminate & undermine misconceptions Increase motivation to learn Provide feedback Improve performance Promote self-assessment and monitoring Develop independent and life-long learners

11 1. Build shared trust 2. Build shared language and concepts 3. Build shared goals and motivation 4. Design backward and work forward 5. Think and act systematically 6. Take a scholarly approach 7. Don t assume, ask

12 Students should become explicitly aware of their own relevant prior knowledge. Don t ask if you don t want to know-focus on what matters most. Students should struggle with the material before coming to class. Students must understand the criteria and standards used in assessing their learning. Focus on improving future performance. Encourage self-assessment. Asks for the learner s PLANS- what he/she agrees to do, by what standards, and by when.

13 MOTIVATION OPPORTUNITIES MEANS

14 Grading is faster. When students used rubrics over several semesters, they became better self-assessors & argued over grades less. Rcampus.com- rrubric is free educators Perfect Data Falacy

15 Students and faculty must be engaged in Learning Communities. Assessment techniques are of little use unless and until the college values self-examination, reflection, and continuous improvement. Research based guidelines achieve more productive instruction and more effective learning.

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17 The Cornerstones Communication Diversity Problem Solving Critical Thinking The Importance of the Cornerstones Assessing the Cornerstones at the Institutional Level

18 CO1: Students compose a message and provide ideas and information suitable to the topic, purpose, and audience. CO2: Students effectively deliver a message via various channels/modalities. CO3: Students listen in order to comprehend information, critique and evaluate a message, show empathy for the feelings expressed by others, and/or appreciate a performance. CO4: Students are self-reflective of the communication process. CO5: Students communicate ethically through monitoring their behavior and interactions with others. CO6: Students can recognize and negotiate differences. DI1: Students are receptive to beliefs and values that differ from their own. DI2: Students consider the views of others in lights of those persons experiences and particular understandings. DI3: Students reflect upon the formation of their own perspectives, beliefs, opinions, attitudes, ideals, and values. DI4: Students explain the contributions of diverse perspectives to the development of various fields of inquiry and to society as a whole, and re-examine their own values and beliefs in light of the insights they have gained from their study of other cultures. DI5: Students consistently and characteristically approach diversity issues in a manner that exemplifies respect for and appreciation of difference. PS1: Students can solve problems based on examples and frameworks provided by instructor. PS2: Students can identify the type of problem and use a framework to solve the problem. PS3: Students can identify the type of problem and, from multiple problem solving methods, choose the best method and solves the problem. PS4: Students can analyze the situation, explore different outcomes from multiple frameworks, apply the appropriate solution, analyze the results, and refine the solution. PS5: Students have the ability to define, interpret, and solve problems through collaboration with others. CT1: Students gather knowledge, apply it to a new situation, and draw reasonable conclusions in ways that demonstrate comprehension. CT2: Students determine value of multiple sources or strategies and select those most appropriate in a given context. CT3: Students generate an answer, approach, or solution through an effective synthesis of diverse sources and arguments and provide a rationale. CT4: Students actively reflect on their answer, approach, or solution and act upon those reflections to improve the final result.

19 Community College Survey of Student Engagement (CCSSE) Assessment of Student Affairs Area Personal Development Plan for First-year Students

20 Is a well-established tool that helps institutions focus on good educational practice and identify areas in which they can improve their programs and services for students. Identifies how the different parts of the college are working together for student success

21 Direct Measures Require students to demonstrate knowledge and skills Tangible, visible and self-explanatory evidence of what have /have not learned Actual student behavior or work is measured or assessed Indirect Measures Measure opinions or thoughts about students or alumni s own knowledge, skills, attitudes, learning experiences, perceptions and employers opinions Do not measure students performance directly Supplement direct measures by providing how and why learning is occurring

22 Direct Measures Course-Embedded activities Electronic Portfolios Locally Developed Exit Exams Commercial Standardized Test Indirect Measures Grades Surveys/questionares Interviews Focus groups

23 Students affairs areas not done as much assessment Retention only measures those that stay Student Development Theory Learning happens both in and outside of classroom Internal and external influences Student personal responsibility See Students as Dynamic and Evolving Assessment teaches schools and students to build future Important for academic and student affairs to work together to create assessment

24 PDP-Allow students to plan, mark progress and reflect on college experience by following personalized plan that Student Profile 346 students in pilot in Fall 2010, 1936 not. Students were all enrolled in first year seminar Adjusted values for high school GPA, SAT scores, and course load Based program on Liberal Education and America s Promise (LEAP) of Association of American Colleges and Univerisities The Principles of Excellence

25 Principle One Aim High and Make Excellence Inclusive Make the Essential Learning Outcomes a Framework for the Entire Educational Experience, Connecting School, College, Work, and Life Principle Two Give Students a Compass Focus Each Student s Plan of Study on Achieving the Essential Learning Outcomes and Assess Progress Principle Three Teach the Arts of Inquiry and Innovation Immerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College

26 Principle Four Engage the Big Questions Teach through the Curriculum to Far-Reaching Issues Contemporary and Enduring in Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom Principle Five Connect Knowledge with Choices and Action Prepare Students for Citizenship and Work through Engaged and Guided Learning on Real-World Problems Principle Six Foster Civic, Intercultural, and Ethical Learning Emphasize Personal and Social Responsibility, in Every Field of Study Principle Seven Assess Students Ability to Apply Learning to Complex Problems Use Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement

27 Purpose Enable students to assess own strengths Allow more opportunities to learn Use data driven decisions to determine worth and value of programs Used Mixed-Method Approach Formative and Summative assessment- complement each other Converge or corroborate findings Strengthen internal validity

28 2010 GPA Pilot 2.89 vs Non-pilot Retention rate from fall to fall 80% vs 72% in cohort vs 1293 non-cohort 2011 GPA Pilot 2.81 vs Non-pilot 2.73

29 17 th Annual Illinois Assessment Fair for Community Colleges February 15, 2013, Elgin, IL The Community College Conference on Learning Assessment February 17-19, 2013, Orlando, FL HLC Workshop: Current Expectations for Assessment of Student Learning, General Education, and Student Success February 19-20, 2013, St. Charles, IL HLC Workshop: Making a Difference in Student Learning - Assessment as a Core Strategy February 20-22, 2013, St. Charles, IL Illinois Central College 1st Regional Invitational Assessment Fair May 8, 2013, Peoria, IL

30 Successful Assessment Creates Action to Continue Effective Practice or Initiating Change (improvement)