THE [CLA] IS MY FRIEND[Collegiate Learning Assessment]

SEPT. 2009

OUTLINE

• Brief overview of the CLA• Our results• Utilizing results (input requested)• Q & A (IF TIME ALLOWS)

Why Measure Educational Outcomes?

• We (should) measure what we value, we (should) value what we measure

• Improve quality of student learning by creating a culture of assessment– Informing pedagogy and curricular design– Making assessment integral part of teaching

and learning– Create formative evaluation for the institution,

programs, major• Enable conversations about academic

expectations and standards• Deeds, 2008 (red added.)

CAE –[CLA] slide

The CLA is Designed to Holistically Measure Several

Skills

• Critical thinking• Analytic thinking• Problem solving

• Written communication

MORNINGSIDE COLLEGE OUTCOMES(Related to CLA)

Outcome 1. Morningside graduates demonstrate analytic, synthetic, creative, evaluative, and quantitative thinking.

Outcome 2. Morningside graduates communicate effectively.

Outcome 5. Morningside graduates apply knowledge and skills from multiple, diverse disciplines and practical experiences to understand complex issues and solve problems.

WHAT WE DID

In the Fall 2008, we CLA’d almost all our Freshman class (N=263)

In the Spring of 2009, we CLA’d Seniors from Capstone classes (N=109)

(Which reminds me….)

Two Types of Tasks

1. Analytic Writing TaskA. Make-an-Argument

Students are presented with one of four possible statements and have 45 minutes to present their position on the topic.

B. Critique-an-ArgumentStudents are presented with one of four possible statements and have 30 minutes to discuss how well-reasoned the argument is.

Two Types of Tasks cont.

2. Performance Task

Students are presented with one of seven real-life scenarios and are given 90 minutes to utilize a variety of sources and respond to questions.

Government funding would be better spent on preventing crime than dealing with criminals after the fact.

Make-an-Argument Example

Directions: In 45 minutes, present your perspective on the issue, using relevant reasons and/or examples to

support your views

Expectations of Students

1.Establish a thesis

2.Maintain the thesis

3.Support the thesis with examples

4.Anticipate, and counter, opposing arguments

QUESTION 1

• How do you think our Freshman and Senior students do in comparison to

others?

• Better – About the Same-WorseWhy?

(pair and jot)

Critique-an-Argument

Directions: 45 minutes, present your perspective on the issue, using relevant reasons and/or examples to support your views

The number of marriages that end in divorce keeps growing. A large percentage of them are from June weddings. Because June weddings are so popular, couples end up being engaged for a long time just so that they can get married in the summer months. The number of divorces keeps gets bigger with each passing year, and the latest news is that 1 out of 3 marriages will end in divorce.

So, if you want a marriage to last forever, it is best to do everything you can to prevent getting divorced. Therefore, it is good advice for young couples to have a short engagement and choose a month other than June for the wedding.

Directions: In 30 minutes, discuss how well-reasoned you find the argument; focus on the logic displayed.

Expectations of Students

1. Identify logical flaws or fallacies

2.Determine how these logical flaws influence the arguments conclusion

QUESTION 2

• How do you think our Freshman and Senior students do in comparison to

others?

• Better – About the Same-WorseWhy?

(p and j)

Performance TaskRequires students to synthesize information from multiple sources such as: maps, interviews, artwork, graphs, etc…

Realistic, complex scenarios.

Expectations of Students

• Recognize evidence within documents

• Analyze evidence within and across documents

• Draw conclusions based on information provided.

• (Shar and Rachel)

QUESTION 3

• How do you think our Freshman and Senior students do in comparison to

others?

• Better – About the Same-WorseWhy?

(pair and jot)

QUESTION 4 5 6

• How do you think the difference between our Freshman and Senior

students on CAA, MAA, and PT compares to other institutions?

• Better – About the Same-WorseWhy?

(pair and jot)

UTILIZING RESULTS

If we assume:1. The CLA addresses skills we think

important, and2. The measurement (prompts, scoring,

etc..)is reasonable.

Then:What can do with this information to

improve?

THE END

APPENDICIES

Performance Task

CLA Institutions

Crime Reduction

• Student is advising the mayor, who is running for re-election.

• There is an upcoming mayoral debate, for which the student must help the incumbent mayor prepare.

CAE –[CLA] slide

Crime Reduction

• There are two policy approaches for reducing crime:

– Drug education program– Increasing number of police officers

on the streets

CAE –[CLA] slide

Crime Reduction• Documents available to the student

include:– Newspaper article about crime in the

community– Research abstracts about drug education

program– Report about success of a drug education

program in another community– Police report (with table of data) about crime

and drug use in the community– Plots of the relationship between police offers

and crime– Private investigator report about possible

connection between opponent and drug education program

CAE –[CLA] slide

Crime Reduction “Pat Stone is running for reelection as the

mayor of Jefferson, a city in the state of Columbia. Mayor Stone’s opponent in this contest is Dr. Jamie Eager. Dr. Eager is a member of the Jefferson City Council. You are a consultant to Mayor Stone. Mayor Stone wants to make sure the best policy for reducing crime in Jefferson is identified, so has asked you to analyze the strengths and/or limitations of Dr. Eager’s proposal.”Directions: 90 minutes, use the evidence from the Document Library to answer the following questions.

CAE –[CLA] slide

CLA Institutions