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Leveraging Blackboard Solutions for Program Assessment: Four Perspectives
The document discusses the utilization of Blackboard solutions for program assessment across several universities, highlighting their individual experiences and challenges. Northern Illinois University, Hilbert College, Lakeland Community College, and the University of Arkansas – Pulaski Technical College each present their unique approaches to implementing Blackboard tools for assessing student learning outcomes, addressing issues such as faculty involvement, data collection, and technological limitations. Key insights include the importance of existing assessment cultures, administrative support, and the need for streamlined processes within Blackboard for effective program assessment.
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Leveraging Blackboard Solutions for Program Assessment: Four Perspectives
- 1. Leveraging Blackboard Solutions forProgram Assessment Four Perspectives Slides are available at facdev.niu.edu/bbworld17assessment
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- 3. Stephanie Richter Assistant Director,Faculty Development and Instructional Design Center Northern Illinois University srichter@niu.edu @slrichter Jenna Dulak Director of Web Services and Online Technology Hilbert College jdulak@hilbert.edu @WNYBUG Corrie Bergeron Instructional Designer, Blackboard System Administrator Lakeland Community College cbergeron@lakelandcc.edu @skydaddy Terry Patterson Curriculum, Assessment, and Technology Specialist Pulaski Technical College tpatterson@pulaskitech.edu @terrypatterson Introductions
- 4. Northern Illinois University StephanieRichter Assistant Director, Faculty Development and Instructional Design Center
- 5. Northern Illinois UniversityOverview • Somewhat large rural public university – Founded 1895 as a Normal School – 750-acre campus in DeKalb, IL – 19,000 students, 1,100 faculty – 60 minutes west of Chicago • Using Blackboard since 2000 – 95% of students, 90% of faculty – Automated Bb administrative processes
- 6. Program Assessment atNIU Managed by the Office of Accreditation, Assessment, and Evaluation Overseen by University Assessment Panel and General Education Committee Highly distributed process - programs define their own assessment methods, measures, and policies More programs being held accountable for achievement data by outside accreditors
- 7. Blackboard Tools Usedfor Program Assessment at NIU Goals and Alignments Goal Performance Export Rubrics Portfolios
- 8. Why not Outcomes? Price- budget crisis in Illinois Primary vs. secondary assessment strategies Data collection limited to Assignments
- 9. Program Assessment withGoals, Alignments, and Performance Export Champions in each program given Goal Manager role on staging server Build Goals using the GUI Sys Admin exports Goal Set from staging server to Prod Using free B2 available on Oscelot Champions and faculty align courses, often starting with past courses Often requires standardizing assessments and rubrics within the program Sys Admin uses Goal Performance Export to generate report
- 10. Blackboard Portfolios forProgram Assessment ● Introduced in 2015 (with upgrade to April 2014) ● Using Blackboard Communities for student submissions ● Complex assessment strategies involving ─ Portfolio Assignments ─ Rubrics ─ Delegated Grading ─ Anonymous Grading 14 Templates 9 Programs
- 11. General Education Assessmentwith Rubrics ● Uses standardized rubrics for each baccalaureate outcome (SLOs) ○ Rubrics are “No Points” ● Automated process places rubrics in courses ○ Based on SLO mapping in SIS ○ Essentially a course copy ○ Built into course request process ● DoIT developed a query to extract frequency data from rubrics
- 12. Challenges Goals • Insufficient staffto support properly • Rubrics don’t copy or export with alignments *except when copied with an assessment Portfolios • Users struggle with the “snapshot” concept • Complex assessment practices Rubrics • “Too many steps” • Difficult to aggregate data from No Points rubrics • Lack of central administration for rubrics
- 13. Lesson: You cando a lot with built-in tools!
- 14. Hilbert College Jenna Dulak Directorof Web Services and Online Technology
- 15. Hilbert College Overview •Small four-year, liberal arts college – Founded 1957 – 1,100 students – Suburban Hamburg, NY – 10 minutes south of Buffalo • Using Blackboard since 2012 – Migrated from ANGEL – Migrated to SaaS in summer 2016
- 16. Blackboard Portfolios forInstitutional Assessment Portfolios Usage: • Graduate student requirement • Course level and program level assessment • Required for all students for institutional assessment
- 17. Graduate Assessment Required forall grad students • templates are available for each program • students have access to a Bb organization that has step by step videos and a portfolio assignment • students can share their portfolio beyond graduate school
- 18. Course Level andProgram Level
- 19. Institutional Level Assessment •Why do institutional level assessment? • How do we assess our blue print? • Who will participate? • How will assess the portfolios? • Where will they be collected?
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- 21. Additional Portfolio Usage •Faculty portfolios for teaching award submissions • Leadership program requirement • Honors program requirements
- 22. Future Ideas Wish Listfor Portfolio enhancements: • Add achievement certificates and badges • Student self assessment rubrics • Aggregated portfolio reports Obstacles: • Faculte usage (i.e. faculty using Bb assignment, rubrics, grades, etc.) • Oversight and ownership • Template creation privileges
- 23. Lakeland Community College CorrieBergeron Instructional Designer & Blackboard System Administrator Video presentation available at facdev.niu.edu/corrie
- 24. Lakeland Community CollegeOverview • Medium-sized suburban community college – Founded 1967 – 400-acre wooded campus – 7,000 students, 450 faculty – 20 minutes east of Cleveland, Ohio • Using Blackboard since 2001 – Nearly all students, 75% of faculty – 30% of class sections are online or hybrid – Automated Bb administrative processes
- 25. Outcomes Assessment ImplementationProcess Spring 2015 – Initial meetings and system training Summer 2015 – Ongoing consultation, small-scale testing Fall 2015 – Pilot with Library, Nursing, English, Business Spring 2016 – Library, English, Business Fall 2016 – Spring 2017 – Library, English, Business (collecting from entire year)
- 26. How were weable to implement Outcomes so successfully? 1. We already had widespread Blackboard adoption. Faculty were used to it and comfortable using it. 2. We already had an existing culture of institutional assessment and already-tested rubrics and processes. 3. We had strong support from administration and academic leadership. 4. We had a terrific consulting team - Ruth Newberry and Laura Little – to guide us through the process.
- 27. Things that couldbe improved • Adding evaluators is clunky & time-consuming – Have to search individually • Editing an existing Evaluation Session is limited – Cannot change name or rubrics • Cannot filter students by credit hours – This is important for all Gen Ed departments who want to assess only students who are ready to graduate – Not an issue for technical programs with a Capstone course from which they can easily gather artifacts from graduating students
- 28. University of Arkansas PulaskiTechnical College Terry Patterson Curriculum, Assessment, and Technology Specialist Video available at blackboardguru.com/bbworld2017
- 29. Who We Are… Universityof Arkansas – Pulaski Technical College - Joined the U of A System February 2017 - 90+ Programs - 6,576 Enrollment (Fall 2016) - Transfer Students - AA, AS, AAS Degrees - Technical Certificates - Certificates of Proficiency
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- 31. The UA-PTC Process •Tedious paper process –Hours for Instructors –Hours for Assessment Coordinator • Some Instructors saw no benefit based on the amount of work. Establish student learning outcomes Provide learning opportunities Assess student learning Use the results to improve instructional delivery
- 32. Assessment By TheNumbers Paper Based Assessment 4 hours – Collecting, Encoding and Compiling Assessment Data (per instructor) 3 hours – Additional time for a lead instructor to produce reports Example 6 instructors 4 different courses 4 x 6 = 24 hours for instructor to compile data 3 x 4 = 12 hours for lead instructor to compile data Additional 36 hours of time spent pushing papers
- 33. Measuring Student Assessment Rubrics Usedto assess • Assignments • Test Essays • Online Discussions • Presentations • Speeches • Foreign Language Interviews Checklists Used to assess • Microscope Skills • Welding Proficiencies • Video Projects • Knife Proficiencies • Automotive Mechanical Skills • Processes Tests / Surveys Used to assess • Quantitative Reasoning • Critical Thinking • Conceptual Knowledge • Problem Solving • Student Perceptions • Institutional Climate
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- 35. UA-PTC Rubric Example InstitutionalLearning Outcomes Critical Thinking Program Learning Outcomes Currently none because this is a General Education course. Course Learning Outcomes Demonstrate an ability to think critically and creatively by writing well-argued, well organized essays that articulate a solid thesis…
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- 37. UA-PTC Checklist Example InstitutionalLearning Outcomes Technology Literacy Program Learning Outcomes The AP 1 & 2 student will demonstrate intermediate microscopy skills in order to locate and identify designated tissues/cell structures. Course Learning Outcomes The student will demonstrate intermediate microscopy skills in order to locate and identify designated tissues/cell structures.
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- 39. UA-PTC Test Example InstitutionalLearning Outcomes Quantitative Reasoning Program Learning Outcomes Currently none because this is a General Education course. Course Learning Outcomes The AP 1 & 2 student will demonstrate intermediate microscopy skills in order to locate and identify designated tissues/cell structures.
- 40. The EAC Benefits DataCollection Collect Rubric / Checklist Data • Across Sections • Comparing Course Deliveries • Across Multiple Courses for Program Assessment Advanced Goals Alignment Add / Remove Multiple Goal Alignments • Rubric Rows • Test Questions Advanced Test Statistics Advanced Item Analysis • Download Table of Student Answers • View Correct and Incorrect Answers in Table Format
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- 42. Using The Data Anatomy& Physiology I & II Same Student Averages 82.49% 82.49% 89.21% 76.09% 84.07% 84.07% 82.21% 86.14% 70% 75% 80% 85% 90% BIOL.AA.CLO.01.00 BIOL.AS.CLO.01.00 ILO.02.00 ILO.05.00 Spring 2017 Fall 2016
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- 45. Stephanie Richter Assistant Director,Faculty Development and Instructional Design Center Northern Illinois University srichter@niu.edu @slrichter Jenna Dulak Director of Web Services and Online Technology Hilbert College jdulak@hilbert.edu @WNYBUG Corrie Bergeron Instructional Designer, Blackboard System Administrator Lakeland Community College cbergeron@lakelandcc.edu @skydaddy Terry Patterson Curriculum, Assessment, and Technology Specialist Pulaski Technical College tpatterson@pulaskitech.edu @terrypatterson Contact Info
- 46. Don’t forget to ratethis session in the BbWorld app.