A Radical Model for Post-Secondary Education
Thomas Zane, Ph.D.
Director of Assessment Quality and Validity
Janet Schnitz, Ed.D., Associate Provost
Assessment
A Radical Model for Post-Secondary Education
Thomas Zane, Ph.D.
Director of Assessment Quality and Validity
Janet Schnitz, Ed.D., Associate Provost
Assessment
Designing and Developing Assessments - the Assessment Matrix and Training for...James Brunton
While the viewpoint of the key stakeholders may differ, assessment is a vital component of any educational programme. For students, assessment shapes and determines the focus of their learning. Lecturers view assessment as an important part of learning, but will also focus on other aspects such as module content. Assessment provides a lecturer with feedback on the effectiveness of their instruction. The policy maker views assessment as a tool to measure the success of instruction in achieving learning outcomes. Assessment can also trigger warning signals for programme teams within the online distance education context. Due to the lack of contact between students and the programme team, early indicators can alert administrators to ‘at risk’ students.
In 2012 a project with the aim of improving assessment writing in an online BA (Hons) in Humanities began with the development of a guide for designing and writing assessments for online distance education students. In 2013 the appropriate assessment types required to provide students with reasonable learning opportunities to achieve the programme learning outcomes, as well as module learning outcomes, were identified. This resulted in the creation of an assessment matrix, for the programme’s modular structure, which provided a detailed overview of the appropriate assessment types from a programme level perspective. Currently, to progress the project, an online course and associated training workshops are being designed for assessment writers.
This paper examines the process involved in: the creation of the guide; identifying the appropriate assessment types for the achievement of the learning outcomes; the development of the assessment matrix and; the ongoing development of an online course and training workshops. The paper also details the lessons learned from the project thus far and outlines the future plans that have emerged following the implementation of the assessment matrix.
The presentation showcases a draft of a comprehensive honors research framework recently published in JNCHC and refined during the European Honors Conference in Utrecht. .
Rider University Ed.D. in Educational Leadership LaunchJamie Mitchell
This Power Point was shared by Dr. Len Goduto at the reception to celebrate the launch of Rider University's Ed.D. in Educational Leadership program. Learn more at www.rider.edu/edd
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
Designing and Developing Assessments - the Assessment Matrix and Training for...James Brunton
While the viewpoint of the key stakeholders may differ, assessment is a vital component of any educational programme. For students, assessment shapes and determines the focus of their learning. Lecturers view assessment as an important part of learning, but will also focus on other aspects such as module content. Assessment provides a lecturer with feedback on the effectiveness of their instruction. The policy maker views assessment as a tool to measure the success of instruction in achieving learning outcomes. Assessment can also trigger warning signals for programme teams within the online distance education context. Due to the lack of contact between students and the programme team, early indicators can alert administrators to ‘at risk’ students.
In 2012 a project with the aim of improving assessment writing in an online BA (Hons) in Humanities began with the development of a guide for designing and writing assessments for online distance education students. In 2013 the appropriate assessment types required to provide students with reasonable learning opportunities to achieve the programme learning outcomes, as well as module learning outcomes, were identified. This resulted in the creation of an assessment matrix, for the programme’s modular structure, which provided a detailed overview of the appropriate assessment types from a programme level perspective. Currently, to progress the project, an online course and associated training workshops are being designed for assessment writers.
This paper examines the process involved in: the creation of the guide; identifying the appropriate assessment types for the achievement of the learning outcomes; the development of the assessment matrix and; the ongoing development of an online course and training workshops. The paper also details the lessons learned from the project thus far and outlines the future plans that have emerged following the implementation of the assessment matrix.
The presentation showcases a draft of a comprehensive honors research framework recently published in JNCHC and refined during the European Honors Conference in Utrecht. .
Rider University Ed.D. in Educational Leadership LaunchJamie Mitchell
This Power Point was shared by Dr. Len Goduto at the reception to celebrate the launch of Rider University's Ed.D. in Educational Leadership program. Learn more at www.rider.edu/edd
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
A detailed structural analysis of 25HP 2 Stage Compressor with 4 Valves. Explore all the geometric characteristics of compressor. All Rights Reserved - Airbase. To buy 25HP 2 stage compressor with 4 valves, visit: http://goo.gl/odMDAN
Christine Wihak - The challenge of non-formal learningEAEA2015
Christine Wihak, the director of the prior learning assessment and recognition centre at the Thompson University, Canada, was invited at the AVA expert seminar as key-note speaker.
The landscape of competency-based education (CBE) has progressed tremendously over the past few years in higher education. This session will provide a brief overview of CBE regulations, design models, and learner experience considerations, focusing on how CBE can be successfully delivered using quality frameworks. Participants will identify, discuss, and explore key inputs supporting an engaged faculty and student experience. Join three CBE leaders as they connect how their own institutions have instituted, continuously improved, and evolved various CBE models in this interactive presentation.
Session Objectives:
Recognize the key features and value of competency-based education for learners, workforce, and educational institutions.
Explain the foundations of operationalizing CBE and the key elements of the engaged faculty and learner experience.
Connect C-BEN’s quality frameworks to how CBE is implemented for three leading institutions.
This paper shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER universitas (OERu) consortium. These investigations include the perceptions of stakeholders of the OERu concept and a look at economic and governance challenges in implementing OER assessment and accreditation policies.
Breakthroughs in badging, moving beyond colorado community colleges' policies...cccschamp
Presentation for the Online Learning Consortium's Annual International Conference Orlando FL Oct. 2015 Badge initiatives are happening in higher education and beyond. Badges are being issued by businesses, associations, institutions and credentialing agencies certifying learner achievement. Colorado Community College System (CCCS) has entered into the badging movement slowly and deliberately.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. What is needed …..
• Definition of College/University Level
Learning
• Recognize and assess college/university-level
learning as primary assessment
• Understanding of good evidence
• Assessment Framework:
• Developmental
• Accessible
• Integrative
• Scalable/ Easy to Use
3. Lumina Foundation
Grant
Develop a framework to assess
college/university-level learning gained
outside the traditional educational
environment
4. Principles
Learning can be >, <, =
or ≠ concepts
Recognizes
Knowledge:
Any Context
Any Content
Different Audiences:
Meet Needs
Be Usable
Be Accessible
Captures
Learning Story
5. Researched
College/University Level Learning
• Lumina’s Degree Qualifications Profile
• AAC&U’s LEAP Essential Outcomes & VALUE Rubrics
• 90 (+) countries’ policies, practices & qualifications
frameworks
• National, Regional, Transnational
• Organizational (Labor, Non-profit)
• Pre-College, Graduate level learning
• Related research studies, policies, practices
• PLA practices across different countries
6. Andorra
Angola
Antigua and Barbuda
Australia
Bahamas
Barbados
Belgium
Belize
Bosnia and Herzegovina
Botswana
Brunei Darussalam
Cambodia
Canada
Chile
Croatia
Czech Republic
Democratic Republic of
the Congo
Denmark
Dominica
Egypt
Estonia
Fiji
Finland
France
Gambia
Georgia
Germany
Greece
Grenada
Guyana
Haiti
Hungary
Ireland
Italy
Jamaica
Jordan
Kiribati
Lao People's
Democratic Republic
Latvia
Lesotho
Liechtenstein
Lithuania
Madagascar
Malawi
Malaysia
Maldives
Malta
Mauritius
Montenegro
Montserrat
Morocco
Mozambique
Myanmar
Namibia
Netherlands
New Zealand
Norway
Pakistan
Papua New Guinea
Philippines
Poland
Portugal
Romania
Russian Federation
Samoa
Saudi Arabia
Seychelles
Sierra Leone
Singapore
Slovakia
Solomon Islands
South Africa
Spain
St. Kitts and Nevis
St. Lucia
St. Vincent and the Grenadines
Swaziland
Sweden
Switzerland
Thailand
Tonga
Trinidad and Tobago
Turkey
Tuvalu and Vanuatu
United Arab Emirates
United Kingdom
United Republic of
Tanzania
United States
Lumina/AAC&U
Zambia
Zimbabwe
9. Students
• Needed a different approach
• Flipped model
Use Prompts, Worksheet
& Examples of Evidence
10. Descriptors, Prompts & Evidence
• Descriptors characterize learning outcomes– they
describe the learning that would be expected
• Introductory Level
• Advanced Level
Faculty &
Evaluators
Learners
Transparent
Descriptor Prompts are questions that ask
learners to address particular descriptors.
Learners pick to which prompts they respond.
Evidence
11.
12.
13.
14.
15. Templates
ePortfolio template
How
have you
used it?
What do
you
Know?
How did
you
learn it?
Used students’ tasks,
projects, situations,
challenges
Prompted for solutions and
ways learning is integrated
Asked for evidence
Organizing the GLQF prompts
16. Assessors’ Template
• Provides GLQF learning descriptors
• Provides Student prompts
• Simple rubric
• No evidence
• Some evidence
• Full evidence
• Comments on student’s learning
17. THANK YOU!
Nan Travers, Ph.D.
SUNY Empire State College
Prior Learning Assessment Professional Development Series
