From the IR Office To the Classroom: The Role of Assessment in Student Learning Dr. John W. Quinley...
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Transcript of From the IR Office To the Classroom: The Role of Assessment in Student Learning Dr. John W. Quinley...
From the IR OfficeTo the Classroom:
The Role of Assessment in Student Learning
Dr. John W. QuinleyDr. Brett Parker
From IR Office To The Classroom
Expansion of focus History of student outcomes assessment Rubric review project
“We talk a good fight about wanting to have excellent schools when in fact we’re content to have average ones.”
Nation At Risk
David Gardner“Nation At Risk” Commission
Sh
ift
Sh
ift
Institutional Effectiveness Movement (indirect)
Accreditation agencies National profession
associations National taskforces State efforts
Sh
ift
Sh
ift
Student Learning Outcomes Movement (direct)
What the student – Knows – Can do – Values
Appropriate
Sh
ift
Sh
ift
Indirect: IR Office Direct: Faculty
Where• College objectives• Outside classroom
• Embedded in curriculum• Classroom
What
• Surveys & focus groups• Transcript analysis
• Papers• Presentations• Portfolios
Indirect: IR Office Direct: Faculty
Audience
• Administrative• Regulatory agencies• Public
• Academic administration• Faculty• Regulatory agencies• Students
Purpose
• Broad policy• Accountability to
regulatory agencies• Public relations
• Curriculum modification• Instructional delivery• Accountability to regulatory
agencies• Students
Model
Develops frameworksTies measures to coreReports, analyzes findingsUses findingsIntegrates plans
Structure
Program Outcome
Who will be assessed?
When will they be assessed?
What is the assessment approach?
What is the measurement?
Articulate the creative process & its influence on project development
Students in ART 121, 131, 132
---------------------Students in ART
141, 241 (sample of 5 students)
At end of course
--------------------All assignments
Oral critiqueArtist’sstatementWritten critique
Rubric score
Faculty the Key to Success
Involvement andmeaning
Decentralizedresponsibility withsupport
Sustainability
“One of the distinguishing characteristics of successful assessment programs is the extent to which they engage faculty and others in the process.”
Palomba & Banta, 1999
“In order to maintain buy-in and relevance to purposes, it is
important to decentralize the day-to-day assessment work while providing central support to the process. Everyone should be held responsible for his or her role.”
Keeton, 1998
“The weight of trying to assess too many learning outcomes…may unduly tax faculty and professional staff who will need to…integrate the process of learning about student learning into institutional rhythms and practices.”
Maki, 2002
Morante, 2003
“While all areas should be assessed, “an institution that tries to define all areas equally, for whatever reason, is more likely to get bogged down in minutiae and overwork, increasing the likelihood of missing the improvement of student learning.”
1. On scale of 1-5, where is your college On push? On pull?
2. Think of an experience with push or pull that you would be willing to share with the group.
Engaging Faculty
Isothermal Experience
Learning College Assessment Taskforce Learning outcome
statements Criteria and rubrics Curriculum mapping Faculty quality improvement
forms
His
tory
His
tory
Learning College: To Improve Life Through Learning
Creates substantive change Engages learners Provides options Collaborates in learning Defines instructors needs by
student needs Supports learning by everyone Succeeds only when learning
documented O’Banion, 1997
A Learning College Primer
His
tory
His
tory
Assessment Taskforce
Annual goalssince 1998
Procedure, responsibility, purpose,& timeline
Taskforce & college-wide meetings Hosts assessment authorities Professional development
His
tory
His
tory
Communicate Effectively Through Writing…
1 2 3 4
Adheres to rules in mechanics and style
Varies sentence structure
Uses standard English
Uses language which is clear, concise and appropriate
His
tory
His
tory
CurriculumMapping
General educationstatements– Criteria
Individual class– Extent of emphasis (0,1,2)
List major assignments/assessments
His
tory
His
tory
General Education Competency Statements
Communication Problems Interpersonal Quantitative Computer Culture
Originated from QEP development process
1. Form teams2. Review using provided list of
questions, survey current usage, examine literature
3. Revise4. Test revisions with students and
faculty5. Present revisions to steering
team & administration6. Present to college-wide
assessment meeting
Revisions introduced at a Rubrics Faire
Reviewed rubrics highlighting any changes
Provide examples of rubric use
Sought input for additional revisions
QEP Update
Notes from the chairs Faire Literature Assessment in support
areas History and culture CCSSE
Results of process
Changes were made to all but one rubric
In almost all cases the content areas within a rubric were not changed
In all but one case, the 1-4 scale was maintained, although changes were made to the description of one scale
In summary, the process has …
Shifted from indirect to direct measures
Included both push & pull processes
Arisen from sustainable and faculty driven efforts
Involved students in various systems of assessment
Engaged students in self-assessment
Resulted in meaningful data from many audiences
Led to – Improved programs– Improved instruction– Improved student
learning
Plans for next year include…
Focus on two general education outcomes each year
Workshops for faculty to improve information literacy understanding and use
Speaker for interpersonal skills