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Assessment David Kniola, Ph.D. Assistant Director Office of Academic Assessment
 
http://www.youtube.com/watch_popup?v=6Cf7IL_eZ38&vq=medium
Rising tension within and between Internal and External
Where might we be headed?
Within the next 2-3 years <ul><li>Continue current practices.  </li></ul><ul><ul><li>LEAP essential learning outcomes and ...
Within the next 2-3 years <ul><li>Keeping eye on emerging trends: </li></ul><ul><li>Discerning Learning from Lumina ( http...
Transparency Framework National Institute for Learning Outcomes Assessment (NILOA) http://www.learningoutcomeassessment.or...
<ul><li>Diana Chapman Walsh who served as president of Wellesley College from 1993 to 2007. Essay in Inside HE: </li></ul>...
<ul><li>Define higher education and learning in traditional university. Walsh calls for a “science of improvement.” Creati...
Analytics
<ul><li>Rise of learning and business analytics </li></ul><ul><li>How do we know if a student is struggling? </li></ul><ul...
<ul><li>Learning analytics: </li></ul><ul><li>Utilizing performance data (grades, quizzes, tests) captured by LMS. </li></...
Learning Analytics
Within the next 5-10 years <ul><li>Convergence of data sources (implementation of learning analytics) </li></ul><ul><li>Po...
Within the next 15 years
Within the next 15 years <ul><li>Artificial intelligence and augmented intelligence </li></ul><ul><li>Assessment hinges on...
Within the next 15 years <ul><li>Where does that leave assessment? Possibility to explore deeper questions about student l...
Within the next 15 years <ul><li>Next Generation Learning Challenges ( http://nextgenlearning.org/ ) </li></ul><ul><li>Goa...
Within the next 15 years <ul><li>Think back to the Corning video. </li></ul><ul><li>Imagine this as a university campus. <...
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Assessment

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Assessment

  1. 1. Assessment David Kniola, Ph.D. Assistant Director Office of Academic Assessment
  2. 3. http://www.youtube.com/watch_popup?v=6Cf7IL_eZ38&vq=medium
  3. 4. Rising tension within and between Internal and External
  4. 5. Where might we be headed?
  5. 6. Within the next 2-3 years <ul><li>Continue current practices. </li></ul><ul><ul><li>LEAP essential learning outcomes and authentic assessment. </li></ul></ul><ul><ul><li>New Leadership Alliance (http://www.newleadershipalliance.org/) </li></ul></ul><ul><li>  </li></ul><ul><li>Shift from quantitative to a balance with qualitative measures. LEAP report from employers wanting “context and substance.” </li></ul>
  6. 7. Within the next 2-3 years <ul><li>Keeping eye on emerging trends: </li></ul><ul><li>Discerning Learning from Lumina ( http://www.luminafoundation.org/publications/ ) </li></ul><ul><li>Degree Qualifications Profile ( http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf ) </li></ul><ul><li>ETS e-rater, automated essay evaluation ( http :// www.ets.org/erater/about ) </li></ul><ul><li>Targeted analytics defined by NRC doctoral program survey </li></ul>
  7. 8. Transparency Framework National Institute for Learning Outcomes Assessment (NILOA) http://www.learningoutcomeassessment.org/TransparencyFrameworkIntro.htm
  8. 9. <ul><li>Diana Chapman Walsh who served as president of Wellesley College from 1993 to 2007. Essay in Inside HE: </li></ul><ul><ul><li>Toward a Science of Learning </li></ul></ul><ul><ul><li>Advances in learning sciences and fast-changing technology </li></ul></ul><ul><ul><li>Transcending new and better measures of SLOs </li></ul></ul><ul><ul><li>Assessing WHAT students have learned is less valuable than finding out HOW they learn. </li></ul></ul><ul><ul><li>Polanyi’s &quot;Learning about&quot; involves explicit knowledge, &quot;learning to be&quot; is more tacit…combine with “socially constructed understanding” in digital age </li></ul></ul>Transformation in Assessment
  9. 10. <ul><li>Define higher education and learning in traditional university. Walsh calls for a “science of improvement.” Creation of “highly intentional learning” </li></ul><ul><li>What is quality? </li></ul><ul><li>What is “value added?” </li></ul><ul><li>Do we need improvement in educational output? </li></ul><ul><ul><li>We have seen quality of life improvements (res halls, dining, fitness center). These have not led to educational improvements. </li></ul></ul><ul><li>What is the role of land-grant? </li></ul><ul><li>What do these mean to VT? How do we invent our future? </li></ul><ul><li>Data, honest conversation, systematic research. </li></ul>Transformation in Assessment
  10. 11. Analytics
  11. 12. <ul><li>Rise of learning and business analytics </li></ul><ul><li>How do we know if a student is struggling? </li></ul><ul><li>Do we know what makes a student successful? </li></ul><ul><li>What data do we have? </li></ul><ul><li>What data do we need? </li></ul>Learning Analytics
  12. 13. <ul><li>Learning analytics: </li></ul><ul><li>Utilizing performance data (grades, quizzes, tests) captured by LMS. </li></ul><ul><li>Purdue Signals ( http://www.itap.purdue.edu/tlt/signals/ ) </li></ul><ul><li>… but what if this data was augmented with data from “outside” the LMS? </li></ul><ul><li>What if we could see patterns of data that has been captured at every interaction a student has with the university? </li></ul><ul><li>What if this could then be used by faculty as well as students to better understand learning? </li></ul>Learning Analytics
  13. 14. Learning Analytics
  14. 15. Within the next 5-10 years <ul><li>Convergence of data sources (implementation of learning analytics) </li></ul><ul><li>Portable and personalized assessment tools. Student or professor can deploy bot to retrieve data. Call up on mobile device. Where does student fit in relation to others? </li></ul><ul><li>Modeling ontologies? Simulations? </li></ul><ul><li>Networked assessment. Move from department/discipline to university wide. Include PK-12? A social network for assessment? </li></ul><ul><li>Is privacy an issue for the Facebook generation? </li></ul>
  15. 16. Within the next 15 years
  16. 17. Within the next 15 years <ul><li>Artificial intelligence and augmented intelligence </li></ul><ul><li>Assessment hinges on how we define learning? </li></ul><ul><ul><li>Computers readily retrieve “answers” (e.g., Watson, which will be commercialized by IBM). </li></ul></ul><ul><ul><li>Human capabilities enhanced by interaction with computer (e.g., pattern recognition, devices as extension of our senses, decisions based on data) </li></ul></ul><ul><li>Asking questions (humans) not answering them (computers) </li></ul>
  17. 18. Within the next 15 years <ul><li>Where does that leave assessment? Possibility to explore deeper questions about student learning. </li></ul><ul><li>If learning is individualized, assessment will need to be. </li></ul><ul><li>Different questions important to different users: </li></ul><ul><li>Faculty—how/what are students learning in my class? </li></ul><ul><li>Advisors—which students need attention and guidance? </li></ul><ul><li>Students—what am I learning and how do I compare to others? </li></ul><ul><li>Administrators—where do we need to focus resources to support learning? </li></ul><ul><li>Public—are they doing what they say they are doing? </li></ul>
  18. 19. Within the next 15 years <ul><li>Next Generation Learning Challenges ( http://nextgenlearning.org/ ) </li></ul><ul><li>Goal: Scale the real-time use of learning analytics by students, instructors, and academic advisors to improve student success. </li></ul><ul><li>  </li></ul><ul><li>“ That’s our challenge to you: Develop a model that identifies, improves, and scales existing solutions of learner analytics.” </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  19. 20. Within the next 15 years <ul><li>Think back to the Corning video. </li></ul><ul><li>Imagine this as a university campus. </li></ul><ul><li>Imagine this is what we could do with our data. </li></ul><ul><li>Can we build this at VT? </li></ul><ul><li>An interdisciplinary “meeting of the minds”: instructional design, learning technologies, brain science, education, psychology, computer science, systems engineering, OAA, CIDER, others… </li></ul>

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