The Learning-centered Institution:

Pedagogy and Assessment for Student Success

Amy Driscoll WASC EDUCATIONAL SEMINAR

February 2008

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Key Ideas Hallmarks of a Learning-centered

Education Defining Student Success A Learning-centered Assessment Process Designing Learning-centered Courses,

Programs, and Pedagogy Cycle of Assessment for Improving

Learning

Learner-Centered=Student Success

WHY?

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Hallmarks of Learning-centered Education Curriculum

Pedagogy

Assessment

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Learning-centered Curriculum Synthesizes content Builds on previous learning Integrates education and experience Communicates values for and

connection to student lives Attends to learning needs= RELEVANCE, LONG-TERM MEMORY,

MOTIVATION, RESPONSIVE

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Learning-centered Pedagogy Students have clear expectations Students are actively involved Students apply knowledge to important issues

and problems Student find relevance and value Students experience support and feedback for

learning Students are able to practice and take risks

=CONFIDENCE, ENGAGEMENT, PERSONAL LEARNING, SECURE ENVIRONMENT

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Learning-centered Assessment Assessment is ongoing not episodic. Students understand and value the

criteria, standards, and methods by which they are assessed.

The purpose of assessment is to improve student learning.

Faculty consider student perspectives. The assessment activity makes sense to

students. =OWNERSHIP, SECURITY, CLARITY

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Processes for Developing Learner-centered Education Reflect on purpose of assessment and define Align pedagogy/assessment with mission and

values of institution, department, faculty Articulate goals, outcomes, evidence,

criteria, and standards Design curriculum and pedagogy to achieve

learning outcomes Conduct collaborative review of student

evidence Use review to improve learning

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Developing Learning-centered Assessment

Describe educational culture - fit? Engage in inquiry process-focus on

student success Study list of possible purpose(s) Consider how assessment can

support your intentions for student success

Define assessment with the inclusion of student success

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Possible Purposes for Assessment:which purposes support student success?

Provide feedback to students Classify or grade achievement Enable students to correct errors and improve learning Motivate students focusing on their sense of

achievement Consolidate and summarize student learning Estimate students’ potential to progress to other courses Help students apply learning to practical contexts Give us feedback on how effective we are at promoting

learning Provide data for internal and external accountability

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Possibilities:Purpose/Definition “The purpose of assessment is to

improve learning” (Angelo, 2000)

“Assessment is a dynamic pedagogy that extends, expands, enhances, and strengthens learning” (Driscoll, 2001)

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Thinking about Assessment Does assessment flow from the institution’s

mission and reflect the educational values? from the department’s mission?

Does assessment address questions that people really care about?

Does assessment help faculty fulfill their responsibilities to students, to the public?

Does assessment promote student success?

Starting with Mission…

Missions contribute meaning to our definition of student success with the uniqueness of the institution.

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Aligning Mission with Educational Goals for Assessment

Our central mission is to develop life-long learning skills, impart society’s cultural heritage, and educate and prepare for both the professions and advanced study.

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Aligning Values With Educational Goals ESU has a commitment to

academic and personal integrity.

GOALS: Academic Integrity Personal Integrity

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School/Departmental Missions

“respond effectively to issues of diversity, ambiguity, and conflict as natural parts of American politics”

(Division of Political Science) “work toward influencing health

behaviors through modification of lifestyles and changes to the environment” (School of Community Health)

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Assessment Protocols for Learning-centered Assessment

GOAL OUTCOMES

Evidence

Criteria

Standards:a) Exemplary Achievementb) Satisfactory Achievementc) Unsatisfactory Achievement

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Goals

Broad descriptions

Categories of learning outcomes

End toward which efforts are directed

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Examples of Goals

Critical Thinking

Citizenship in a Democracy (Grad. School of Education)

Team work and Collaboration (School of Community Health

Ethics

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Impact of Goals on Student Learning & Success Focuses student learning efforts for

increased success

Translates mission and values to help make sense of learning

Provides rationale for and makes meaning of curriculum and pedagogy to motivate for success

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Student Learning Outcomes

Refer to Results in Terms of Specific Student Learning, Development, and Performance (Braskamp and Braskamp, 1997)

Answer the Question – “What Do We Expect of Our Students?” (CSU Report 1989)

Describe Actual Skills, Understandings, Behaviors, Attitudes, Values Expected of Students

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Examples of Outcomes

Math: Use arithmetical, algebraic, geometric and statistical methods to solve problems.

Ethics: Identify and analyze real world ethical problems or dilemmas and identify those affected by the dilemma.

Culture and Equity: Analyze and describe the concepts of power relations, equity, and social justice and find examples of each concept in the U.S. society and other societies.

Team work: Listens to, acknowledges, and builds on the ideas of others.

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Impact of Outcomes on Student Learning & Success Directs student learning efforts for

greater success

Motivates student learning efforts for greater success

Promotes deep learning due to understanding of expectations which leads to greater success

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Evidence

Student Work that Demonstrates Achievement of Outcomes (Assignments, Projects, Presentations, Papers, Responses to Questions, Etc.)

Designed for appropriate level of learning expectations (outcomes)

Opportunity for Different Ways of Demonstrating Learning

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Examples of Evidence

Teamwork Role play or case study

Project or problem solving assignment

Math Mathematical and statistical projects and papers

Ethics A written accountA multi-media presentation or display boardAn audio tape

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Impact of Evidence on Student Learning & Success Limit or expand the ways they demonstrate

learning - success for all students?

Enrich and enhance learning and success

Provide opportunity to integrate experience with learning for enhanced success

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Criteria

Qualities Desired in Student Work (Evidence)

Represent Powerful Professional Judgment of Faculty

Guide Student Learning Efforts

Promote Lifelong Learning

Support Faculty in Making Objective Evaluations

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Examples of Criteria

Math Accuracy Complexity Clarity and Coherence

Ethics Complexity (broad, multifaceted, interconnected) Conscious Awareness

Culture and Equity Range of Cultures Reflectivity and Integration

Teamwork Respect Flexibility

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Impact of Criteria on Student Learning & Success Promotes confidence in their

learning efforts = success Promotes qualities of life-long

learning = life success Promotes habits of self assessment

= success Promotes student’s sense of

fairness of evaluation = increased effort = success

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Standards/Rubrics

Describe Different Levels of Criteria

Describe Specific Indications of Criteria

Promote Understanding of Criteria

Support Faculty in Making Objective Evaluations

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Examples of Standards/Rubrics

Math (Accuracy) Satisfactory: Contains few errors and those errors do not significantly

undermine the quality of the work.Considers and uses data, models, tools or processes that

reasonably and effectively address issues or problems. Unsatisfactory: One or more errors that significantly undermine the quality

of the work. Uses data, models, tools or processes in inappropriate or ineffective ways.

Ethics (Complexity) Standard for Excellent: Consistently views sophisticated and significant

dilemmas and issues with a broad focus and from multiple perspectives. Standard for Satisfactory: Usually views sophisticated and significant

dilemmas and issues with a broad focus, but may sometimes use a more narrow focus and may use fewer perspectives.

Standard for Unsatisfactory: Mainly views issues and dilemmas in simple terms and usually does so with a limited focus and minimal perspectives.

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Impact of Standards on Student Learning & Success Guides level of student investment

= focused success Provides insight into the

assessment process – understanding leads to success

Promotes confidence in how their work will be evaluated – security in learning

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Assessing Student Learning: Course, Program and Institutional Levels

1. Preparation: Determine purpose(s) and definition of assessment; Examine mission and values

4. Make outcomes, evidence, criteria, and standards “public and visible” (syllabi, programs, brochures)

5. Collect evidence ofstudent achievement

7. Revise outcomes and criteria, Improve pedagogy and curriculum for learner success

2. Design assessment: Articulate goals, Develop clear outcomes, evidence, criteria, and standards

6. Review and analyze student evidence

3. Alignment of curriculum and pedagogy with learning outcomes

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Step 3: Aligning Curriculum and Pedagogy with Learning Outcomes Outcomes and Criteria as Planning

Focus Faculty Alignment Grids Learner Grids

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Student Learning Outcome Example: Implications?

Students describe and assume personal responsibility in collaborative endeavors, and respect and support the contributions of others.

Students analyze ethical issues from a variety of cultural perspectives.

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Standard:Multiple Perspectives EXCELLENT

The student examines his or her own thinking and experiences and those of others with consistent analysis of both for different perspectives on issues; he/she empathically considers those affected by the decisions and and weighs diverse possibilities from others’ perspectives before moving to action.

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Step 4: Making Learning Outcomes ---Leads to Success

Public and Visible

Relevant and Meaningful

Motivating and Supportive of Learning

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Step 5: Collect Evidence of Student Achievement

Collect representative samples from each course

Organize collaborative faculty teams for review

Use outcomes, criteria, and directions for assignments or assessments

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Step 5: Review and Analyze Evidence Read holistically to determine

whether outcomes are achieved (reliability).

Several readings to identify examples of criteria (validity).

Final reading for insights about pedagogy, class structure and environment, and learning supports.

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Changes in Teaching, Assessment and Reflection on Pedagogy to Promote Student Success

Scaffolding

Iterative assessment

Assessment used as a teaching tool

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Processes for Developing Learning-centered Education and Student Success

Develop purpose and definition Review/analyze mission and values Articulate goals, outcomes, evidence,

criteria, and standards Designing curriculum and pedagogy Make assessment public and visible Systematically collect student evidence Conduct collaborative review of student

evidence Use review to improve learning

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SUMMARY

Outcomes-based assessment will intentionally focus your teaching, curriculum, and assessment on student learning in ways that are authentic, helpful to you and your students, provide accountability for you and others, and actually increase student success.

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INSPIRATIONS:Let’s begin to think of students as

scholars and teach accordingly.

Let’s model how to learn from mistakes.

Let’s work to elevate learning to the level of identity rather than level of accomplishment.