Agenda Peer Assessment Roundtables – Student Learning 10:00 - 10:10 – Welcome and Explain...

Agenda Peer Assessment Roundtables – Student

Learning

10:00 - 10:10 – Welcome and Explain Process

10:10 - 10:30 – Full Group: Coaching Assessment – SLOs

10:30 – 10:50 –Roundtable Discussion 1: Student Learning

Outcomes

10:50 – 11:00 - Full Group: Coaching Assessment - Curriculum

Mapping

10:50 – 11:10 – Roundtable Discussion 2: Curriculum Mapping

11:10 – 11:30 – Roundtable Discussion 3: Example Outcomes:

Findings and Changes

11:30 – 11:50 – Roundtable Discussion 4: Assessment Process

11:50 – 12:00 – Wrap Up

Peer Assessment Roundtables

Coaching Assessment

Avoiding Garbage In/Garbage Out:

Student Learning OutcomesCurriculum Mapping

Fundamental Assumption:

Assessing student learning at the program level starts with well written student learning outcomes.

Fundamental TIP:

There’s nowhere for a program to go if they

are starting with poorly written student learning

outcomes

What the student will√ Know√ Do

….at the end of the course or program

Assessing Fundamental

Structure of SLO

Fundamental TIP:The more complex the outcome, the harder it

will be to assess

• Format for learning outcomes:

Students will be able to<<action verb>> <<something>>

Fundamental TIP:Use whatever language

on which the program can agree

Fundamental TIP:….but stay away from

multiple <action verbs> and multiple

<somethings>

Students will be able to <action verb>, <action verb>, and <action verb>, <something>, <something else>, and <another thing>.

KNOWLEDGECOMPREHENSION

APPLICATIONANALYSIS

SYNTHESISEVALUATION

CiteCountDefineDraw

IdentifyList

NamePointQuoteRead

ReciteRecordRepeatSelectState

TabulateTell

TraceUnderline

AssociateClassifyCompareComputeContrast

DifferentiateDiscuss

DistinguishEstimateExplainExpress

ExtrapolateInterpolate

LocatePredictReportRestateReview

TellTranslate

ApplyCalculateClassify

DemonstrateDetermineDramatize

EmployExamineIllustrateInterpretLocate

OperateOrder

PracticeReport

RestructureScheduleSketchSolve

TranslateUse

Write

AnalyzeAppraiseCalculate

CategorizeClassifyCompareDebate

DiagramDifferentiateDistinguish

ExamineExperiment

InspectInventoryQuestionSeparateSu rize

Test

ArrangeAssemble

CollectComposeConstruct

CreateDesign

FormulateIntegrateManageOrganize

PlanPrepare

PrescribeProduceProposeSpecify

SynthesizeWrite

AppraiseAssessChoose

CompareCriticize

DetermineEstimateEvaluate

GradeJudge

MeasureRankRate

RecommendReviseScoreSelect

StandardizeTest

Validate

Lower level courseoutcomes

KNOWLEDGECOMPREHENSION

APPLICATIONANALYSIS

SYNTHESISEVALUATION

CiteCountDefineDraw

IdentifyList

NamePointQuoteRead

ReciteRecordRepeatSelectState

TabulateTell

TraceUnderline

AssociateClassifyCompareComputeContrast

DifferentiateDiscuss

DistinguishEstimateExplainExpress

ExtrapolateInterpolate

LocatePredictReportRestateReview

TellTranslate

ApplyCalculateClassify

DemonstrateDetermineDramatize

EmployExamineIllustrateInterpretLocate

OperateOrder

PracticeReport

RestructureScheduleSketchSolve

TranslateUse

Write

AnalyzeAppraiseCalculate

CategorizeClassifyCompareDebate

DiagramDifferentiateDistinguish

ExamineExperiment

InspectInventoryQuestionSeparate

SummarizeTest

ArrangeAssemble

CollectComposeConstruct

CreateDesign

FormulateIntegrateManageOrganize

PlanPrepare

PrescribeProduceProposeSpecify

SynthesizeWrite

AppraiseAssessChoose

CompareCriticize

DetermineEstimateEvaluate

GradeJudge

MeasureRankRate

RecommendReviseScoreSelect

StandardizeTest

Validate

AdvancedCourse / Program

outcomes

Fundamental TIP:If the outcomes have

multiple action verbs, use the highest order verb

Student Learning Outcomes

• Students will be able to select, describe, and interpret…..

Components – Grading Criteria

•What are you looking for in student work to be able to tell if they “get it”

Example #1Gather factual information and apply it to a

given problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected

BETTER: Students will apply factual information to a problem COMPONENTS- Grading Criteria:

RelevanceClarity

Comprehensiveness Aware of Bias

Example #2Imagine and seek out a variety of possible goals,

assumptions, interpretations, or perspectives which can give alternative meanings or solutions to given situations or problems

BETTER: Students will provide alternative solutions to situations or problemsCOMPONENTS - Grading Criteria:

Variety of assumptions, perspectives, interpretations

Analysis of comparative advantage

Fundmental TIP:The curriculum should

support the learning outcomes

1xx

X

X

X

7

1

2

3

4

5

6


1xx

X

X

X

2xx

X

X

2xx

X

2xx

X

X

3xx

X

X

X

3xx 3xx

X

X

X

4xx

X

X

X

X

Capstone

X

X

1xx

K

K

K

7

1

2

3

4

5

6


K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

K

K

2xx

A

A

2xx

S

2xx

A

A

K

3xx

A

K

A

3xx 3xx

A

K

A

4xx

S

A

K

S

Capstone

S

S

1xx

K

K

K

7

1

2

3

4

5

6



1xx

S

K

K

K

2xx

A

A

2xx

A

2xx

A

A

K

K

3xx

A

K

K

K

3xx

A

A

3xx

S

S

A

S

S

A

4xx

S

A

S

S

Capstone

S

S

Build a curriculum

1xx

K

K

K

7

1

2

3

4

5

6



1xx

S

K

K

K

2xx

A

A

2xx

A

2xx

A

A

K

K

3xx

A

K

K

K

3xx

A

A

3xx

S

S

A

S

S

A

4xx

S

A

S

S

Capstone

S

S

Diagnose Learning

Analyze Curriculum

1xx

K

K

K

7

1

2

3

4

5

6



1xx

S

K

K

K

2xx

A

A

2xx

A

2xx

A

A

K

K

3xx

A

K

K

K

3xx

A

A

3xx

S

S

A

S

S

A

4xx

S

A

S

S

Capstone

S

S

Diagnose Learning

Fundamental TIP:It is important to share

the map with adjunct faculty and students

Fundamental TIP:Use the curriculum map

to identify assessment points


Coaching AssessmentAvoiding Garbage In/Garbage Out

:

1.Student Learning Outcomes2.Curriculum Mapping

3.Collecting Assessment Information4.Sharing and Acting on Results

Agenda Peer Assessment Roundtables – Student Learning

10:00 - 10:10 - Welcome and Explain Process

10:10 - 10:20 - Full Group Coaching - Collecting Assess.

Information

10:20 - 11:00 - Roundtable Discussion 1: Collecting Assess.

Information

11:00 - 11:05 - Full Group Coaching - Faculty

Motivation/Collaboration

11:05 - 11:15 - Roundtable Discussion 2: Faculty


11:15 - 11:25 – Full Group Coaching - Sharing, Acting on Results

11:25 - 11:50 - Roundtable Discussion 3: Sharing, Acting on

Results

11:50 – 12:00 - Wrap Up



:

•Student Learning Outcomes 1=Goals•Curriculum Mapping

•Collecting Assessment 2=Information•Sharing and 3=Acting on Assessment Results

Collecting Assessment Information

“The end of assessment is action.”

Direct and Indirect Measures

Direct:•Ratings by their field supervisors •Licensure or certification exams •Capstone experiences•Other work scored using a rubric •Portfolios •Scores on tests •Electronic class discussion threads •Feedback from computer-simulated tasks

Indirect:• Course grades • Retention and graduation rates • Admission rates into graduate programs• Post grad activity of alum• Placement rates of graduates • Alumni perceptions • Student feedback • Course student rating forms • Student, alumni, and employer satisfaction

Using Samples of Student Work for Assessment

Advantages: •Information is already available •No student motivation problems•No direct cost •Reflects what faculty actually teach

Using Samples of Student Work for Assessment

Disadvantages:

•Evidence not comparable across institutions •Information is in multiple parts and formats•Quite a bit of work•Common standards/rubrics/training needed

Rubrics

1.Task description2.Scale3.Dimensions of the assignment4.Descriptions of performance

levels

Performance Element

Exemplary(4)

Proficient(3)

Developing(2)

Emerging(1)

Not Present (0)

Score

I. Communication Define problem in your own words.

Identifies the main idea or problem with numerous supporting details and examples which are organized logically and coherently.

Identifies the main idea or problem with some supporting details and examples in an organized manner.

Identifies the main idea or problem with few details or examples in a somewhat organized manner.

Identifies the main idea or problem poorly with few or no details or states the main idea or problem verbatim from the text.

Does not identify the main idea or problem.

4 3 2 1 0

N/A

Comments:

II. Analysis Compare & contrast the available solutions.

Uses specific inductive or deductive reasoning to make inferences regarding premises; addresses implications and consequences; identifies facts and relevant information correctly.

Uses logical reasoning to make inferences regarding solutions; addresses implications and consequences; Identifies facts and relevant information correctly.

Uses superficial reasoning to make inferences regarding solutions; Shows some confusion regarding facts, opinions, and relevant, evidence, data, or information.

Makes unexplained, unsupported, or unreasonable inferences regarding solutions; makes multiple errors in distinguishing fact from fiction or in selecting relevant evidence.

Does not analyze multiple solutions.

4 3 2 1 0

N/A

Comments:

III. Problem Solving Select & defend your chosen solution.

Thoroughly identifies and addresses key aspects of the problem and insightfully uses facts and relevant evidence from analysis to support and defend potentially valid solutions.

Identifies and addresses key aspects of the problem and uses facts and relevant evidence from analysis to develop potentially valid conclusions or solutions.

Identifies and addresses some aspects of the problem; develops possible conclusions or solutions using some inappropriate opinions and irrelevant information from analysis.

Identifies and addresses only one aspect of the problem but develops untestable hypothesis; or develops invalid conclusions or solutions based on opinion or irrelevant information.

Does not select and defend a solution.

4 3 2 1 0

N/A

Comments:

Benefits of Rubrics

• Timely feedback• Detailed feedback• Critical thinking• Communication• Teaching skills• Level playing field

Faith and Christ-Centered Learning

How do you collect data on your student faith-growth learning outcomes?




Information


Information







Results

11:50 – 12:00 - Wrap Up



:


•Collecting Assessment 2=Information

• Faculty Motivation/Collaboration

•Sharing and 3=Acting on Assessment Results

Why Aren’t Grades Enough?

• Relativity• Attendance-Participation• Extra Credit• Consistency• Curriculum

Tangible Actions To Promote Faculty Participation In

Assessment

• Faculty Meetings• Syllabi• Performance Expectations• Scholarship




Information


Information







Results

11:50 – 12:00 - Wrap Up



:


•Collecting Assessment 2=Information•Sharing and 3=Acting on Assessment Results

Brief Guidelines On Sharing Assessment

Results • Use good teaching practices • Brevity• Most important information:

1. How you and your colleagues define a successful student 2. Whether you are satisfied with your evidence of student success 3. What you are doing about unsatisfactory results

• Visuals

Useful Reporting of Assessment Results

What will audiences for assessment results care most about?

•Matters they can do something about •Interesting and unanticipated findings •Meaningful differences

Venues for Sharing Assessment Results

• Web sites • Emails • Newsletters • Alumni magazines • Departmental memos • Press releases • Brochures • Presentations • Posters or banners

Impact • Story telling • Opening • Major points to details• Context• Informed commentary• Brevity

Using Assessment Results Effectively and Appropriately

• What’s most important?• Think about process• Stakeholders • Communication/Information • Watch interpretation

What if the results are bad?

• Do you have the right learning goals? • Do you have too many learning goals? • Take a hard look at your courses:

Content and requirements, Sequencing and prerequisites, Admissions criteria, Placement criteria, Advising, Tutoring, Teaching methods, Co-curricular activities

•Keep going

What if the results are good?

•Celebrate! •Reward! •Share!• Keep going




Information


Information







Results

11:50 – 12:00 - Wrap Up

Agenda Peer Assessment Roundtables – Student Learning 10:00 - 10:10 – Welcome and Explain...

Documents

Transcript of Agenda Peer Assessment Roundtables – Student Learning 10:00 - 10:10 – Welcome and Explain...