"CMC Moving Ahead": Assessment In-Service 2010
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"CMC Moving Ahead": Assessment In-Service 2010

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Assessment expert Linda Suskie provided this keynote presentation at the 2010 CMC Spring In-Service.

Assessment expert Linda Suskie provided this keynote presentation at the 2010 CMC Spring In-Service.

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  • St. Peter’s joke Paul Pastor Patrick Pilot – United When you preached, people slept When he flew, people prayed 60 min incl Q&A 60-min breakout: open, how’s it going
  • First present as an event (a party, Thanksgiving dinner, a holiday) Regrouping: So what? What might I do differently next time? Then present as teaching a class Many people cut off the bottom of the circle. Academic calendar is not designed for collective reflection & regrouping Works the same for other goals (institutional, unit-level) – Plan Do Check Act
  • What faculty have been doing for thousands of years
  • Usually from mission statement
  • EXERCISE: Answer these questions; share; write up
  • Fuzzy terms defined: Writing, critical thinking, scientific method
  • Don’t answer now; we’ll have an exercise in a moment.
  • Samples Staggered assessments
  • Any other ideas?
  • Keep things simple…especially in terms of time Just do it…keep doing something everywhere, every year MINUTE PAPERS if time

"CMC Moving Ahead": Assessment In-Service 2010 "CMC Moving Ahead": Assessment In-Service 2010 Presentation Transcript

  • Moving Ahead with Student Learning Assessment Linda Suskie, Vice President Middle States Commission on Higher Education
            • Colorado Mountain College
            • May 7, 2010
  • What’s the Big Deal with Assessment?
    • Federal regulations
    • Other calls for accountability
    • Evidence-informed planning & decision-making
    • “Learning-centered” focus
  • What is Assessment of Student Learning?
    • Deciding what we want our students to learn
    • Making sure they learn it!
    • -- Jane Wolfson, Director, Environmental Science & Studies Program, Towson University
    View slide
  • The Teaching-Learning-Assessment Cycle 1. Learning Goals 4. Using Results 2. Learning Opportunities 3. Assessment View slide
  • Student-Level Assessment
    • Assesses individual students on course-level goals
      • Tests & assignments, summarized into a grade
    • Generally in isolation
  • Course-Level Assessment
    • Assesses students as a whole on course-level goals
      • Tests and assignments, with item scores aggregated across students
        • For multi-section courses, also aggregated across sections
    • In isolation or collaboratively
  • Program-Level Assessment
    • Assesses students as a whole on program-level goals
      • Tests and assignments in capstones and other key courses
      • Field experience supervisor evaluations
      • Portfolios
      • Published tests
      • Surveys, interviews, etc.
    • Collaboratively
  • General Education Assessment
    • Assesses students as a whole on general education goals
      • Tests and assignments in key courses
      • Portfolios
      • Published tests
      • Surveys, interviews, etc.
    • Collaboratively
  • Institutional-Level Assessment
    • Assesses students as a whole on institutional-level goals
      • Tests and assignments in key courses and co-curricular activities
      • Portfolios
      • Published tests
      • Surveys, interviews, etc.
    • Collaboratively
  • Learning Goals: Why Are You Here?
    • What do you need to learn in this session?
    • Why?
    • What do you want to be prepared to do when you get “back home”?
    • How do you want to use what you’ll learn “back home”?
    • Clarify assessment levels to adjuncts and give them more information.
    • Assess effectively.
    • Make sure student success goals align with CMC institutional goals.
    • Improve student skills
    • Meet employers’ needs.
    • Explain to students why they have to participate in assessments.
    • Choose the best outcomes.
  • What is a Good Learning Goal?
    • Outcomes – what graduates should be able to do
    • Clear – no fuzzy terms
      • Demonstrate (how?), critical thinking, communication skills
    • Observable –what grads should be able to DO
      • Action words
      • Understand, appreciate
    • Skills and/or attitudes/values
    • Important - meet student/employer needs
  • Course or Program Parallels: Why Are Your Students in Your Course or Program?
    • What do they need to learn in your course or program?
    • Why?
    • What do they need to be prepared to DO after they graduate?
    • How do they need to USE what they’ll learn after they graduate?
  • Moving Ahead
  • Five Stages of Assessment (from Elisabeth Kubler-Ross)
    • Denial
    • Anger
    • Bargaining
    • Depression
    • Acceptance
    • [Panic!!!]
  • Are We Minimizing the Burden of Assessment?
    • Focus on just 3-6 goals per course, program, gen ed requirement
      • 17 CMC signature learning outcomes?
    • Start with what you have
    • Quick & easy assessment tools
    • Flexible
    • No unnecessary rules
    • Assessment is a perpetual work in progress
  • How Do College Leaders Promote & Facilitate Assessment?
    • Help faculty find time.
    • Professional development opportunities
    • Technical support
    • Value work on assessment
    • Freedom to fail
    • Use assessment results to inform important decisions.
  • What About Adjuncts?
    • Provide common core materials
      • Core syllabi
      • Core learning goals
      • Core assignments/tests
    • Require assessment participation in contract
    • Invite to professional development
    • Appoint faculty mentors/coordinators for adjunct-heavy courses/programs
  • Bottom Line on Moving Ahead
    • Keep assessment useful… and used.
    • Tie assessments to important goals
    • Keep things simple.
    • Keep doing something everywhere, every year