Upload
roger-parrish
View
213
Download
0
Tags:
Embed Size (px)
Citation preview
Workshop participants will be able to: draft/revise learning outcomes develop/analyze curriculum maps develop/refine sustainable, multi-year
assessment plans develop/refine rubrics and calibrate
reviewers analyze assessment results use a variety of strategies to close the loop evaluate the impact of improvement actions
Learning Outcomes for this Workshop
Faculty: Develop SLOs Verify curriculum alignment Develop an assessment plan Collect evidence Assess evidence and reach a conclusion Close the loop
Assessment
Program goals Cohesive curriculum How students learn Course structure and pedagogy Faculty instructional role Assessment Campus support for learning
Learning-Centered Institutions
Direct vs. indirect assessment Value-added vs. absolute learning outcomes Authentic assessment Formative vs. summative assessment Triangulation
Assessment Vocabulary
If you have absolute outcomes, your assessment plan should emphasize direct, authentic, summative assessment, with triangulation.
Clarify what faculty want students to learn Clarify how each outcome can be assessed
Learning Outcomes
List of goals and outcomes List of outcomes Typically 6-8 outcomes in all
Goals and Outcomes:Outcomes and Performance Indicators
1. Active verbs2. Simple language3. Real vs. aspirational4. Aligned with mission5. Avoid compound outcomes6. Outcomes vs. learning processes7. Focus on high-priority learning
Creating Quality Outcomes
Coherence Synthesizing experiences On-going practice of learned skills Opportunities to develop increasing
sophistication and to apply what is learned
The Cohesive Curriculum
I = Introduced D = Developed & Practiced with Feedback M = Demonstrated at the Mastery Level
Appropriate for Graduation
Curriculum Map
CLOs that align with relevant PLOs Faculty can provide artifacts for assessment Faculty teach courses consistent with the
map
Entries on the Map Indicate:
Focuses faculty on curriculum cohesion Guides course planning Allows faculty to identify potential sources
of assessment evidence Allows faculty to identify where they might
close the loop
The Curriculum Map:
Except for NCATE-accredited programs
We don’t have to assess every outcome in every student every year!
Find examples of: Direct assessment Indirect assessment Formative assessment Summative assessment Authentic assessment Triangulation
Sample Assessment Plan
PLO When to assess What direct and indirect evidence to collect Who will collect the evidence How evidence will be assessed How decisions will be made
Assessment Plan Template
Valid Reliable Actionable Efficient and cost-effective Engages students Interesting to faculty Triangulation
Properties of Good Assessment
Efficiency Defines faculty expectations Well-trained reviewers use the same criteria Criterion-referenced judgments Ratings can be done by multiple people
Rubric Strengths
Columns are used for assessment Faculty can adapt an assessment rubric in
different ways Faculty maintain control over their own
grading
Assessing and Grading Simultaneously
Grading may require extra criteria Grading requires more precision Calibrate when doing assessment
Assessment vs. Grading
Speed up grading Clarify expectations to students Reduce student grade complaints Improve the reliability and validity of
assessments and grades Make grading and assessment more
efficient and effective Help faculty create better assignments
Rubrics Can:
Below Expectations Needs Improvement Meets Expectations Exceeds Expectations
Typical Four-Point Rubric Levels
Collect the assessment evidence and remove identifying information.
Develop and pilot test the rubric. Select exemplars of weak, medium, and
strong student work. Consider pre-programming a spreadsheet
so data can be entered and analyzed during the reading and participants can discuss results immediately.
Before Inviting Colleagues:
Celebrate! Change pedagogy Change curriculum Change student support Change faculty support Change equipment/supplies/space
Closing the Loop