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NOTICE This presentation and its contents are the jointly held property of the three coauthors and The Board of Regents of The University of Texas System.

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Presentation on theme: "NOTICE This presentation and its contents are the jointly held property of the three coauthors and The Board of Regents of The University of Texas System."— Presentation transcript:

1 NOTICE This presentation and its contents are the jointly held property of the three coauthors and The Board of Regents of The University of Texas System. Please do not cite any of the materials presented herein without appropriately referencing the work per the information on the next slide. My colleagues and I welcome your feedback; send your e-mail to If you plan to use any part of this presentation, please let us know. Thank you. -David Silva, Araya Maurice, David Purkiss To move through the presentation, press the enter key.

2 The Development and Use of UT Arlingtons Active Learning Assessment Tool (ALAT) Araya Maurice*, David Purkiss*, and David J. Silva^ *Office of Institutional Research, Planning and Effectiveness / ^Office of the Provost Southern Association of Institutional Research Annual Conference October, 20 th 2008

3 Active Learning at UT Arlington …puts the student at the center of the learning process, making him/her a partner in discovery, not a passive receiver of information. …requires students to interact with and integrate course material by reading, writing, discussing, problem-solving, investigating, reflecting, and engaging in such higher order thinking tasks... …draws upon such teaching strategies as question-and-answer sessions, short in-class writing exercises, student research, internships and community service, team learning, and problem- based learning. 3

4 What is the ALAT? Active Learning Assessment Tool Closely modeled after the Active Learning Inventory Tool (ALIT) developed at Northeastern University (School of Pharmacy) [A]n inventory tool to characterize the use of Active Learning techniques by faculty in Pharmacy classes (Devlin et al.) Tremendous thanks to colleagues at Northeastern University, including Dr. Richard Porter 4

5 Comparing ALIT and ALAT Northeastern ALIT UT Arlington ALAT ImpetusAccreditation Council for Pharmacy Education (ACPE) and American Association of Colleges of Pharmacy (AACP) Quality Enhancement Plan (QEP) as formulated for reaffirmation by the Southern Association of Colleges and Schools (SACS) ScopeSchool of Pharmacy (with plans to generalize) University-wide PersonnelMultiple trained faculty observers Single trained student or staff observer with periodic second observer (staff) to verify / calibrate Coding Scheme 22 activity types 3 levels of complexity 17 activity types 5 levels of complexity 6 interactive domains 5

6 Active Learning Inventory Tool Northeastern University 6

7 Active Learning: Pathways to Higher Order Thinking at UT Arlington 12 faculty-designed / committee-selected pilot projects Time Frame = 3 years (2007-08, 08-09, 09-10) Differing Course Formats Large lecture class Capstone Seminar Multiple Disciplines Architecture, Business, Education, Engineering (3), History, Honors, Library / English, Mathematics, Nursing, Political Science Varying Interventions Personal Response Systems (clickers) Blogging / On-Line Community-Building Fieldwork On-line Problem Solving (with immediate feedback) Design & Production Projects 7

8 QEP Measurements Student Level Academic Background Demographic Information Self-Reported Engagement + Attendance Performance Critical Thinking Test (CTT) Evaluations from a Criterion-Based Course Rubric Course Level Aggregated student-level data Course Descriptives including indications of control vs. active learning IDEA Focus Group Transcripts Active Learning Assessments (ALAT) 8

9 UT Arlington ALAT: First Iteration 1. Student offers unsolicited comment. 2. Student responds to question. 3. Student asks question. 4. … 5. … 6. … 7. … 8. …. … Students teach each other in small groups. Students draw diagrams which interrelate various concepts. Student exercise in problem solving… Student problem solve in small groups. 9


11 UT Arlington ALAT: Second Iteration 11

12 The Deming Cycle 12

13 The Assessment Cycle 13

14 UT Arlington ALAT: Third Iteration 14

15 UT Arlington ALAT: Current Version (2008-09) 15

16 ALAT Coding, Complexity Level and Duration Categories Activity (ALAT Code)Complexity Level No Active Learning Activities0 Active Learning Activities: 1, 5, 121 Active Learning Activities: 4, 8, 11, 13, 15, 172 Active Learning Activities: 2, 6, 93 Active Learning Activities: 3, 7, 10, 14, 164 DurationCategory Active Learning Activity Lasted Less Than 1 Minute1 Active Learning Activity Lasted Between 1 and 5 Minutes 2 Active Learning Activity Lasted More Than 5 Minutes3 16

17 Data Entry: Active Learning Info System 17

18 ALAT Reliability Issues Inter-rater: Performed for the first two semesters of use Assessment Specialists performed concurrent ALAT observations and then compared results between raters ALAT Comparisons (visual): Good match on codes; some variation on number of occurrences Intra-rater: Beginning the third semester of use Shifted focus to ongoing training and norming of ALAT observers to promote rater consistency …Mathematical Model? 18

19 Data: Active Learning Indices for 2007-08 StratumCourseActiveControl IntroductoryEngineering (Mixed)0.840.72 History0.680.61 Electrical Engineering0.120.10 Political Science0.180.33 SeminarHonors (Sophomore)2.16 (F07), 1.09 (S08) Honors (Senior)1.42 (F07), 0.90 (S08) CapstoneMathematics0.45 (F07) Nursing1.57 (F07), 1.83 (S08)

20 Utility Measurement of Classroom Activity for IR purposes Providing instructional faculty with feedback Comparing perception with reality Realigning as appropriate Creating an inventory of praxis for chairs and deans Providing information to central administration on Range of teaching praxis campus-wide Generalizations as stratified by college, course level, course format Directions for future professional development needs (specific to teaching) 20

21 Caveats Measures only what happens in the classroom Makes no direct claims regarding learning per se 21

22 Questions / Comments Araya Maurice, Ph.D. Assistant Director for Assessment of Student Success David Purkiss, M.A. Undergraduate Research and Assessment Specialist David J. Silva, Ph.D. Vice Provost for Academic Affairs 22

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