"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.

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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

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