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Assessing the Heart of High-Impact Practices:
Transfer of LearningPeter Felten
Center for Engaged Learning
Elon University
Eportfolio
Characteristics of a high-quality HIP
1. High expectations
2. Significant time and effort
3. Substantive interactions4. Experiences with diversity
5. Frequent and timely feedback6. Real-world applications
7. Public demonstration of competence
8. Structured reflection and integration
IntentionalityTransparency
InteractionReflection
(Kuh, O’Donnell, & Schneider, 2017) (Finley, 2013)
The heart of HIP learning
HIPs prompt students to transfer what they have learned in one context into new and novel settings.
(Kuh, 2008, p. 17)
“Participation in these activities provides opportunities for students to see how what they are learning works in different settings, on and off
campus. These opportunities to integrate, synthesize, and apply knowledge are essential to deep, meaningful learning experiences.”
Measures of transfer play an essential role in assessing the
quality of people’s learning experiences.
(Bransford, Brown, and Cocking, 2000, p. 52)
How you conceive of transfer informs how you design and assess learning experiences.
(Wardle, 2007)
Conceptions of knowledge inform views of transfer
Possessive: students accumulate discrete units of learning
Performative: students apply or use what they know in familiar contexts
(“explicitly cued performance”)
Proactive: students apply or use what they know in unfamiliar contexts
(“weakly cued performance”)
(Perkins, 1998)
Conceptions of knowledge inform views of transfer
Possessive: students accumulate discrete units of learning
Performative: students apply or use what they know in familiar contexts
(“explicitly cued performance”)
Proactive: students apply or use what they know in unfamiliar contexts
(“weakly cued performance”)
(Perkins, 1998)
I expected my undergraduate research experience to be like one of my chemistry labs,
‘Here is the procedure, get to it.’ Actual research wasn’t like that at all. It was more
open, frustrating, and exciting than any lab I had ever done for a class.
(Quoted in Felten, 2017, p. 52)
Assessing for proactive knowledge and transfer
1. Design and assess for learning2. Be transparent about goals and expectations3. Draw on authentic, context-specific student
work – structured practices in weakly cued contexts
4. Prompt reflective and integrative thinking –for learning and for assessment
5. Look for change or stability over time and across contexts – particularly in weakly cued contexts
6. Embrace and learn from the messiness
Example 1First-year seminar linked to a short-term study abroad
experience
Goal: Students will develop their scholarly and personal
curiosity.
Are students becoming more curious?
Develop pedagogy & assessments based on
scholarship on curiosity
Use class activities to practice and document curiosity
Analyze evidence with students, revise future course
Journal WritingTwice each week during
the fall, and twice per day while abroad, write a
paragraph or two about questions that are on your
mind at a particular moment.
(graded for completion)
Reflective EssayLooking back at your journal,
how and why did your questions change (or remain the same) during the course?
What’s that suggest about how, why, and when you are curious
– and what you might do to become more curious?
(graded for analysis)
Goal: Students will develop their scholarly and personal
curiosity.
Assessing curiosity(with students)
Integrative conversation with the whole class about what students
observed about their own and their peers’ curiosity through the
fall and winter – and how they will use what they learned in and
beyond college.
Example 2Capstone portfolio for the
PWR major
As a PWR senior, you “must produce a portfolio that an outside
(non-Elon) reader will evaluate. Your portfolio sums up a stage of
your academic career, provides an image of both your development
over time and your current level of accomplishment, and engages you in a reflective process on your own academic achievements and future
aspirations.”
1. Introductory letter to the reviewer, articulating the student’s developing identity as a writer and career goals – and also the framework for the portfolio
2. Current resume3. At least three well-defined sections showcasing
student’s strengths and abilities4. 8-12 carefully curated artifacts that represent the
student’s development and identity5. Contextualized reflections for each artifact
Publicly showcase and privately assess portfolios.
Track and assess how graduates adapt and use portfolios.
Assessing for proactive knowledge and transfer
1. Design and assess for learning2. Be transparent about goals and expectations3. Draw on authentic, context-specific student
work – structured practices in weakly cued contexts
4. Prompt reflective and integrative thinking –for learning and for assessment
5. Look for change or stability over time and across contexts – particularly in weakly cued contexts
6. Embrace and learn from the messiness
The focus on transfer is rooted in the belief that it
is better to broadly ‘educate’ people than
simply to ‘train’ them to perform particular tasks.
(Bransford, Brown, and Cocking, 2000)
Most school work is not designed to teach for
transfer, but education can achieve abundant transfer
if designed to do so.
(Perkins and Salomon, 1992)
Design courses, curricula, and programs
for transfer.
Assess for transfer.
Bransford, J., Brown, A., & Cocking, R., eds. (2000). How People Learn (National Academy Press).
Felten, P. (2017). Writing high-impact practices. In J. Moore & R. Bass, eds., Understanding Writing Transfer (Stylus), pp. 49-58.
Finley, A. (2013). High Impact Practices. CEL@Elon video, 16 August. https://www.youtube.com/watch?time_continue=4&v=xXl_56TiRvE
Kuh, G. (2008). High-Impact Educational Practices (AAC&U). Kuh, G., O’Donnell, K., & Schneider, C. (2017). HIPs at ten. Change, 49(5), 8-16. Moore, J., Pope-Ruark, R., & Strickland, M. (2018). Not just another assignment. In
B. Eynon & L. Gambino, eds., Catalyst in Action (Stylus, 2018), pp. 172-184.Perkins, D. (1998). What is understanding? In M. Wiske, ed., Teaching for
Understanding (Jossey-Bass).Perkins, D., & Salomon, G. (1988). Teaching for transfer. Educational Leadership
46(1), 22-32.Wardle, E. (2007). Understanding “transfer” from FYC. Writing Program
Administration, 31(1-2), 65-85.