Mary Allen Qatar University September 2011. Workshop participants will be able to:  draft/revise learning outcomes  develop/analyze curriculum maps.

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Presentation transcript:

Mary Allen Qatar University September 2011

Workshop participants will be able to:  draft/revise learning outcomes  develop/analyze curriculum maps  develop/refine sustainable, multi-year assessment plans  develop/refine rubrics and calibrate reviewers  analyze assessment results  use a variety of strategies to close the loop  evaluate the impact of improvement actions

 an on-going process designed to monitor and improve student learning

Faculty:  Develop SLOs  Verify curriculum alignment  Develop an assessment plan  Collect evidence  Assess evidence and reach a conclusion  Close the loop

 Standard 3.3.1

 Program goals  Cohesive curriculum  How students learn  Course structure and pedagogy  Faculty instructional role  Assessment  Campus support for learning

 Direct vs. indirect assessment  Value-added vs. absolute learning outcomes  Authentic assessment  Formative vs. summative assessment  Triangulation

 Clarify what faculty want students to learn  Clarify how each outcome can be assessed

 Knowledge  Skills  Attitudes/Values/Predispositions

 CLO  PLO  ILO

 List of goals and outcomes  List of outcomes  Typically 6-8 outcomes in all

1.Active verbs 2.Simple language 3.Real vs. aspirational 4.Aligned with mission 5.Avoid compound outcomes 6.Outcomes vs. learning processes 7.Focus on high-priority learning

 Coherence  Synthesizing experiences  On-going practice of learned skills  Opportunities to develop increasing sophistication and to apply what is learned

 I = Introduced  D = Developed & Practiced with Feedback  M = Demonstrated at the Mastery Level Appropriate for Graduation

 Curriculum Map 2  Curriculum Map 3

 CLOs that align with relevant PLOs  Faculty can provide artifacts for assessment  Faculty teach courses consistent with the map

 Focuses faculty on curriculum cohesion  Guides course planning  Allows faculty to identify potential sources of assessment evidence  Allows faculty to identify where they might close the loop

 Except for NCATE-accredited programs

 Who?  What?  Where?  When?  Why?

 Relevant samples  Representative samples  Reasonably-sized samples

 Anonymity  Confidentiality  Privacy  Informed consent

Find examples of:  Direct assessment  Indirect assessment  Formative assessment  Summative assessment  Authentic assessment  Triangulation

 PLO  When to assess  What direct and indirect evidence to collect  Who will collect the evidence  How evidence will be assessed  How decisions will be made

 Valid  Reliable  Actionable  Efficient and cost-effective  Engages students  Interesting to faculty  Triangulation

 Published tests  Locally-developed tests  Embedded assessment  Portfolios

 Surveys  Interviews  Focus groups

 Holistic  Analytic

 Rubric Packet  AAC&U VALUE Rubrics  Specialized Packets

 Efficiency  Defines faculty expectations  Well-trained reviewers use the same criteria  Criterion-referenced judgments  Ratings can be done by multiple people

 Assess while grading  Assess in a group

 Columns are used for assessment  Faculty can adapt an assessment rubric in different ways  Faculty maintain control over their own grading

 Grading may require extra criteria  Grading requires more precision  Calibrate when doing assessment

 Speed up grading  Clarify expectations to students  Reduce student grade complaints  Improve the reliability and validity of assessments and grades  Make grading and assessment more efficient and effective  Help faculty create better assignments

 Below Expectations  Needs Improvement  Meets Expectations  Exceeds Expectations

 Adapt an already-existing rubric  Analytic method

 Consider starting at the extremes  Some words I find useful

 One reader/document.  Two independent readers/document.  Paired readers.

 Collect the assessment evidence and remove identifying information.  Develop and pilot test the rubric.  Select exemplars of weak, medium, and strong student work.  Consider pre-programming a spreadsheet so data can be entered and analyzed during the reading and participants can discuss results immediately.

 Correlation  Discrepancy Index

 How good is good enough?

 Celebrate!  Change pedagogy  Change curriculum  Change student support  Change faculty support  Change equipment/supplies/space

1.Focus on what is important. 2.Don’t try to do too much at once. 3.Take samples. 4.Pilot test procedures. 5.Use rubrics. 6.Close the loop. 7.If you rely on adjunct faculty, include them in assessment. 8.Keep a written record.