Post on 17-Mar-2016
description
stop counting fish!using the cwra to align
teaching, learning and assessment
NAIS Annual ConferenceFriday, March 2, 2012 | Seattle, WA
“Bad…”
We ask our students,
quite simply, to count fish.
The need for adifferent assessment
Institutions are equipped toimprove higher-order skills
when they connectteaching, learning, and assessment
through authentic, performance-based practices.
(a) William Shakespeare(b) John Updike
(c) Ernest Hemingway(d) None of the above
Rewards content regurgitationFails to gauge transferability
Contentknowledge
Contentskills
Generalknowledge
Generalskills
Contentknowledge
Contentknowledge
Contentskills
Generalknowledge
Generalskills
The provision of transferrable skills
is as important as the provision of
content.
The top ten in-demand jobs in 2010 did not exist in 2004. We
are currently preparing students for jobs that don’t yet exist,
using technologies that have not yet been invented in order
to solve problems that we don’t even know are problems yet.
SO WHAT?
SO WHAT?
Academically adriftLimited learning on college campuses
Proportion of employers who say colleges should place MORE emphasis than they do on selected
learning outcomes
•The ability to effectively communicate orally and in writing
•Critical thinking and analytic reasoning skills
•The ability to apply knowledge and skills to real-world settings
•The ability to analyze and solve complex problems
89%
81%
79%
75%
AAC&U | 2008 | aacu.org/leap/public_opinion_research.cfm
Okay, chris, enough.
What is the [cwra]?
bias
small sample
quantitative reasoning
appropriate comparison
group
correlation vs. causation
incorrect (improper?) use of data
ability to filter
wildwood schoolDeb Christenson
Director of Curriculum
levels of conversations
national conversations21st century skills
critical thinking/problem solvingcommunication/collaboration
creativity/innovation
Partnership for 21st Century Skillsp21.org
school conversationshabits of heart and mind
conventionevidence
perspectiveconnection
collaborationservice to the common good
ethical behaviorWildwood School
wildwood.org
classroom conversationsproject-based learning
multiple documentsauthentic assessment
performanceprocess AND product
CWRA + Wildwoodassessment as key factor in developing all of these
conversations around teaching & learningCWRA meets all of these levels of
teaching/learning/assessmentCWRA aligns with the core values of our school
CWRA results allow Wildwood to look at teaching and learningResults allow us to target our intervention efforts
(both high and low achieving students) (time on task)We can also consider and examine
whether grade inflation exists
metrics
Changed our admissions criteria
Starting to see the effects of adapting our pedagogical approach
Comparing longitudinal growth to cross-sectional growth
Looking at whether change is linear
moving beyondassessment and
accountability
48% 52% 40% 60% 32% 67% 48% 53%
aligning teaching,learning &
assessment:collaboration
collegiatelearningassessment.org/contact
aligning teaching,learning &
assessment:faculty development
What is authentic assessment?
How does effective teaching support that (and vice versa)?
What are the higher-order skills we value? Why?
How are those skills demonstrated in student responses?
What are the components of a Performance Task?
How do we effectively build them?
Working | Sharing | Feedback
logistics
105 minutesonline
Fall window (Aug. 15-Oct. 31)Spring window (Feb. 1-Apr. 15)
$40 per studentEarly bird window opened March 1(and will remain open until Apr. 15)
chris jackson212.217.0845
cjackson@cae.org@cla_beat
collegiatelearningassessment.org/cwrapresentations