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Present at the Creation Milton D. Hakel Department of Psychology Bowling Green State University (419) 372-8144

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Presentation on theme: "Present at the Creation Milton D. Hakel Department of Psychology Bowling Green State University (419) 372-8144"— Presentation transcript:

1 Present at the Creation Milton D. Hakel Department of Psychology Bowling Green State University (419) Copyright Milton D. Hakel, 2003

2 Alfonso X, The Learned  Lived in Challenging Times  Wrote on law and history  Wrote poetry  Deposed by Dukes and his son

3 “Had I been present at the creation, I would have given some useful hints for the better ordering of the universe.” Alfonso X, the Learned, King of Spain,

4 Present at the Creation 1.A newly emerging science of learning Widespread recognition that “education as usual” is inadequate Growing awareness that high-stakes testing is the wrong answer 2.Realization that learners construct their knowledge and skills 3.Steady advances in information technology capabilities and tools

5 Present at the Creation 1.A newly emerging science of learning Widespread recognition that “education as usual” is inadequate Growing awareness that high-stakes testing is the wrong answer 2.Realization that learners construct their knowledge and skills 3.Steady advances in information technology capabilities and tools

6 Science of Learning  An emerging field  Dependable findings  Key publication: How People Learn: Brain, Mind, Experience and School  Fragmented literatures  Scattered applications, little replication

7 A great beginning….  Learner-centered  Knowledge-centered  Assessment-centered  Community-centered  By Bransford, Brown & Cocking, National Academy Press, 1999

8 The Assessment Imperative  Assessment is a primary means through which universities show that we are accomplishing our educational purposes  Continued accreditation requires evidence that our students are gaining proficiency in skills and competencies essential for all college-educated adults

9 Current Practice: Summative Assessment  Typical University Measures Admission Test Scores, HS Rank Enrollments, Enrollment Trends Grade Point Averages Graduation Rates, Latencies  What evidence of learning do these measures reflect?

10 The Issue: Knowledge is necessary for effective performance, but Knowledge is not sufficient for effective performance Measuring knowledge is not enough

11 You Can’t Fatten a Hog by Weighing It The Bottom Line:

12 Present at the Creation 1.A newly emerging science of learning Widespread recognition that “education as usual” is inadequate Growing awareness that high-stakes testing is the wrong answer 2.Realization that learners construct their knowledge and skills 3.Steady advances in information technology capabilities and tools

13 Needed Practice: Formative Assessments  Constructed responses  Clearly defined, observable learning outcomes  Reflective self assessment  Longitudinal tracking of development

14 Formative Assessments  Topics Scientific Foundations Design Principles Assessment Practices Future Directions  By Pellegrino, Chudowsky, and Glaser; National Academy Press, 2001

15 Key Questions  Who is learning?  Who is learning for?

16 Learning goes beyond knowing to being able to do what one knows

17 The Goal: Better Learning  How can we apply and extend new knowledge of how people learn, think, and remember?  How can we promote engagement in learning?  How can we foster durable learning and effective academic performance?

18 Learning That Lasts  Alverno College’s longitudinal study  Assessment-as- learning By Mentkowski and Associates, Jossey- Bass, 2000

19 Present at the Creation 1.A newly emerging science of learning Widespread recognition that “education as usual” is inadequate Growing awareness that high-stakes testing is the wrong answer 2.Realization that learners construct their knowledge and skills 3.Steady advances in information technology capabilities and tools

20 Portfolios  Portfolios are cumulative records of accomplishments, showing developmental progress and/or current proficiency  Uses: student development and learning, student reflection, academic advising, campus employment, career planning, program assessment, and/or student evaluation/grading

21 Electronic Portfolios  Students create, edit, and upload examples of their best performances for regular review, anytime, anywhere  Both baseline performance and the cumulative record of development will be easily retrievable by students themselves, advisors, instructors, and other authorized university staff members

22 ePort Desired Features  Easy use (add new materials, new users)  Access anywhere, anytime via a web connection  Include audio and video files  Under joint control, and in institution’s possession

23 ePort Desired Features  Sophisticated security and access permissions  Search by title or any indexed attribute  Trace cumulative patterns of learning  Compare portfolios of many students  Scaleable

24 Future Practice: Cumulative Assessment

25 BGSU’s quest to become more learner-centered  Institutional goal: to become the premier learning community in Ohio and one of the best in the nation  Ohio’s Success Challenge Initiative  First-year and residential programs  Assessment of student learning outcomes  Academic plan is being implemented

26 What ARE the core abilities that education should foster?  Critical and constructive thinking analysis, synthesis, problem solving, judgment, decision making  All facets of communication write, present, read, listen, information literacy, numeracy  Social interaction influence others, participate in groups and teams, and lead in diverse settings and cultures

27 Freddie’s Matrix

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30 Current Status at BGSU  Pilot projects began in August, 2003 Springboard, a first-year experience course Music Education Critical Thinking about Values in Biology  421 portfolio accounts, over 1600 logins  Expanded pilots next semester

31 Significant Challenges  Time—too little of it  Money—too little of it  Imagination—too little of it  Patience—too little of it  Programming assistance—too little of it  Buy, build, or adapt? Yes to all three!

32 Electronic portfolios will be, to the science of learning, what the Hubble Space Telescope is to the science of astronomy


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