Moore & Jeffers AAC&U Gen Ed Assessment Show Feb10


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overview of Washington state community of practice around assessment, teaching and learning; benefits and challenges related to building and sustaining cross-campus, statewide network

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  • 5 (minutes)
  • Enough said Random small groups—short de-brief to surface the “nature of evidence” tension 10
  • Bill: Peter Ewell: from contradiction in 1987 to “tensions” to be managed in 2010 5
  • Robin—lead (slides 4 & 5): 5
  • Bill--lead How do you see these paradigms and tensions operating in your own experiences with general education assessment? How are they being addressed at your institution?
  • 15 minute SGD, same group/pair as before; 10 minute debrief
  • Slides 7-8: 10 Bill: Common conceptual ground; identify and address core elements Common language, conceptual framework Robin: CoP support (ATL retreat) Shared experiences, exposure to multiple approaches/methods Forum for sharing resources and practices Outcomes for Washington ATL folks at winter retreat: Hearing colleagues’ concerns/needs re assessment; getting their expert advice (everyone). General check-in—what’s going on at individual campuses around the state How new NWCCU accreditation standards are affecting assessment practices at our colleges Hear what’s going on at the state level Hear an outside expert who will provoke us to think more deeply, develop more effective practices Find out about other colleges’ comprehensive assessment plans/How institutions are measuring core abilities. Learn more about the language of assessment The value added: Talking to folks who know and understand assessment. If new accreditation standards become a problem, this group will help.
  • Bill—lead History; big picture of sustaining connections over time
  • Given the array of pressing needs to be addressed and groups to connect to, both locally and nationally (department, disciplinary groups, AAC&U,…???)
  • 10 Bill/Robin alternate for all points (mixed roles, institutional cultures) Vs job-alike groups—fresh perspectives, sharper focus on ATL; include informal nature of gatherings changes in people assigned as liaison role, multiple roles, teams/no teams (again, emphasis on ATL, not role/composition) (broader and deeper?) (use of outside resources, experts) balance bringing in expertise vs drawing on and building expertise of group amount and kind of work done between meetings— balancing work load issues, how much we can expect from folks, what’s of value, what other activities/projects are available, etc.
  • Dr. William S. Moore, SBCTC 5, then Q & A if possible
  • Moore & Jeffers AAC&U Gen Ed Assessment Show Feb10

    1. 1. General Education Assessment: The Promise and Perils of a Statewide Community of Practice Bill Moore WA St. Bd. For Comm. & Tech. Colleges 360-704-4346 AAC&U Presentation February 2010 Robin Jeffers Bellevue College 425-564-4049
    2. 2. What does “evidence of student learning” look like?
    3. 3. Competing Paradigms? Strategic Dimensions Peter Ewell, “Assessment, Accountability and Improvement: Revisiting the Tension,” 2009, available at Assessment for Learning Assessment for Accountability Intent Formative (improvement) Summative (judgment) Focus Internal External Emphasis Engagement Compliance Instrumentation Multiple, triangulated Standardized Nature of Evidence Quantitative & qualitative Quantitative Use and Communi-cation of Results Multiple feedback loops Reporting
    4. 4. Outline/Overview <ul><li>Articulating the “tensions” around general education assessment </li></ul><ul><li>Exploring ways of navigating/negotiating those tensions (and who should be involved) </li></ul><ul><li>Going “meta”: making a case for a “community of practice” that extends beyond the local context </li></ul>
    5. 5. Assessment for Learning Assessment for Accountability An Intractable Tug of War?
    6. 6. <ul><li>How do you see these paradigms and tensions operating in your own experiences with general education assessment? </li></ul><ul><li>How are they being addressed at your institution? </li></ul>
    7. 7. Negotiating the Tensions Observing & judging performance based on explicit criteria Providing feedback based on those judgments Assessment for Learning Assessment for Accountability Observing & judging performance based on explicit criteria
    8. 8. Building a Regional/Statewide Community of Practice Face-to-face Communication At-a-Distance Communication Retreats Regular e-mail and phone conversation Annual conference Listserv as communication tool, quick research Focused convenings Faculty learning communities (FLCs) Occasional mini-projects based on needs, interests Web-based sessions via Elluminate
    9. 9. <ul><li>What do you see as the strengths/weaknesses of this kind of regional or statewide CoP around assessment? </li></ul><ul><li>  If a CoP seems worthwhile, what might you do to build and sustain such an effort given these challenging fiscal times? </li></ul>
    10. 10. Critical Dynamics in Building & Sustaining Assessment Community of Practice <ul><li>Composition </li></ul><ul><li>Fluid membership </li></ul><ul><li>Orientation to the group and ongoing “conversation” </li></ul><ul><li>Internal/external focus </li></ul><ul><li>Nature and depth of engagement </li></ul>
    11. 11. <ul><li>College leaders/champions for assessment need to define an approach that synthesizes/ balances learning and accountability perspectives </li></ul><ul><li>Challenge locally is involving thoughtful peers to produce work meaningful for campus AND translatable to external audiences </li></ul><ul><li>Broader and external community of practice can support, strengthen, and reinforce institutional work over time </li></ul>Conclusion: Balancing the Tensions