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Drake Curriculum Analysis Committee
Update December 2012
Drake Curriculum Analysis Committee
• Lots to do– Work with the Director of Institutional Research and Assessment to
• develop a rolling plan for assessment …• evaluate the data for evidence of student learning and make
recommendations for program improvement…• evaluate the effectiveness of the assessment instruments and procedures …
– Encourage participation by faculty, staff, and students in assessment– Report assessment results on a regular basis…– Consult with the Associate Provost for Curriculum and Assessment
regarding faculty and staff development programs …– Liaise with the colleges and schools to share general education and
program assessment data …
Drake Curriculum Analysis Committee
• Goals for the year: long-term view– Develop working precepts-shared vision– Taking inventory of assessment thus far– Create key components of an assessment plan– Transition to the ‘review and recommending’ body
• Large task– Measurement with intent to improve
Drake Curriculum Analysis Committee
• Develop working precepts– Timeline of AOI review– Multiple methods of investigation• Direct, rubrics, embedded assessments; • Indirect; self-assessments, • Quantitative and qualitative; curricular and co-
curricular; meaningful to faculty; • Focus on program evaluation
– What process can be repeated across AOIs?
Drake Curriculum Analysis Committee
• Inventory– What existing data do we have? How might that
data support the plan (e.g., NSSE, Drake Survey, CLA)
– Other Campus work• Critical Thinking• Information Literacy
– What data is missing?• How will information be shared• How to garner collaboration with faculty
Determine Actions
• Faculty Senate• University
Curriculum Committee
• Associate Provost
Report Results &
Recommen-dations
• DCAC• Faculty Senate
Evaluate Evidence
• DCAC
Collect Evidence
• Institutional Research and Assessment
Develop Assessment
Plan
• DCAC (In consultation with Associate Provost and Institutional Research and Assessment)
Assessment Implementation
% of FYS Papers Receiving a Median Rating of “Less than satisfactory”
Question/Claim Evidence Organization Assumptions Communications0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
201020082007
Select results from Drake 2010-2011 Collegiate Learning Assessment
Number of
Freshmen
Mean Score
Percentile Rank
NumberOf
Seniors
Mean Score
PercentileRank
Total CLA Score 62 82 69 62
Performance Task 33 86 37 69
Analytic Writing Task 29 69 32 57
Make-an-Argument 33 52 33 48
Critique-an-Argument 29 80 32 66
CT Closing The Loop
– May 2012 workshop (Robertson & Roth)• Support needed to promote Critical Thinking• Assignment design• Struggle with assumptions/alternatives
– CT Faculty working group (6 faculty, 4 schools/colleges)• Strategies for sharing results and best practices• Recommendations for engaging wider audience