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The document discusses using the Collegiate Learning Assessment (CLA) to measure student learning outcomes at the college level. It provides examples of how three schools - St. Gregory College Prep, The Lawrenceville School, and an unnamed college - have used CLA assessments and performance tasks to improve teaching, learning, and ensure students are developing important skills like critical thinking and written communication. Administrators at St. Gregory note ways CLA helps with accreditation, signaling student achievement to families and faculty, and influencing pedagogy.
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Naisworking
- 1. An Excellent Outcomes Measurement Chris Jackson, CWRA Jonathan Martin, St. Gregory College Prep Kevin Mattingly, The Lawrenceville School
- 10. These pages and the blogosphere have been abuzz about Academically Adrift, a new book that shows learning among college students is alarmingly limited. Numerous parties should be troubled by these findings, if for no other reason than the data question the impact of the teacher on the student, and the role of the administrator in ensuring that learning is taking place. In full disclosure, I have not yet read the book, and look forward to doing so, even if the sobering findings make me challenge what I do and how .
- 11. These pages and the blogosphere have been abuzz about Academically Adrift, a new book that shows learning among college students is alarmingly limited. Numerous parties should be troubled by these findings, if for no other reason than the data question the impact of the teacher on the student, and the role of the administrator in ensuring that learning is taking place. In full disclosure, I have not yet read the book, and look forward to doing so, even if the sobering findings make me challenge what I do and how .
- 12. These pages and the blogosphere have been abuzz about Academically Adrift, a new book that shows learning among college students is alarmingly limited. Numerous parties should be troubled by these findings, if for no other reason than the data question the impact of the teacher on the student, and the role of the administrator in ensuring that learning is taking place. In full disclosure, I have not yet read the book, and look forward to doing so, even if the sobering findings make me challenge what I do and how .
- 13. These pages and the blogosphere have been abuzz about Academically Adrift, a new book that shows learning among college students is alarmingly limited. Numerous parties should be troubled by these findings, if for no other reason than the data question the impact of the teacher on the student, and the role of the administrator in ensuring that learning is taking place. In full disclosure, I have not yet read the book, and look forward to doing so, even if the sobering findings make me challenge what I do and how . Inside Higher Ed(!)
- 16. ASSESSMENT
- 19. Three Metrics Internal growth at a school Comparison to other participating schools College readiness
- 27. BEST PRACTICES: ST. GREGORY COLLEGE PREP
- 28. BEST PRACTICES: ST. GREGORY COLLEGE PREP Jonathan Martin: Head of School
- 35. BEST PRACTICES: THE LAWRENCEVILLE SCHOOL
- 36. BEST PRACTICES: THE LAWRENCEVILLE SCHOOL Kevin Mattingly: Dean of Faculty
- 40. LOGISTICS
- 43. LEARN MORE: CWRA twitter |@cla_beat Website: Assessment | www.cae.org/cwra Website: PT Academies | www.claintheclassroom.org Email | [email_address] Phone | 212.217.0845 Enroll | www.collegiatelearningassessment.org/enrollment
- 44. LEARN MORE: ST. GREGORY COLLEGE PREP twitter |@JonathanEmartin Website: St. Gregory | www.stgregoryschool.org Blog:| www.21k12blog.net Email | [email_address] Phone | 520.327.6395
- 45. LEARN MORE: THE LAWRENCEVILLE SCHOOL Website: | www.lawrenceville.org Email | [email_address] Phone | 609.895.2061
- 46. UPCOMING EVENTS cwra ROAD SHOW | April 6 | NEW YORK, NY cwra ROAD SHOW | May | LOS ANGELES, CA cwra ROAD SHOW | May | BOSTON, MA Performance Task Academy | May 31-June 1 | NEW YORK, NY Performance Task Academy | July 30-31 | PITTSBURGH, PA cwra ROAD SHOW | forthcoming | ATLANTA, GA Opening of Fall Testing Window | August 15 | ASSESSMENT
Editor's Notes
- Let’s start with the premise that “CLA institutions are equipped to improve higher order skills when they connect teaching, learning and assessment through authentic performance-based practices.”
- Let’s start with the premise that “CLA institutions are equipped to improve higher order skills when they connect teaching, learning and assessment through authentic performance-based practices.”
- Let’s start with the premise that “CLA institutions are equipped to improve higher order skills when they connect teaching, learning and assessment through authentic performance-based practices.”
- Let’s start with the premise that “CLA institutions are equipped to improve higher order skills when they connect teaching, learning and assessment through authentic performance-based practices.”
- In “Crime Reduction” students act as a consultant to incumbent Mayor Pat Stone who is running for reelection. Mayor Stone’s opponent is Dr. Jamie Eager, a member of the City Council who contests that Mayor Stone’s proposal for reducing crime by increasing the number of police officers is a bad idea. Rather, Dr. Eager believes that the city should take the money that would have gone to hiring more police officers to replicate a drug-treatment program that has found success in another town. As Mayor Stone’s consultant, students are asked to weigh evidence to analyze the strengths and weaknesses of these two potential policy initiatives. In doing this task, students access various documents: A memo (as we see here) from a private investigator who looked at whether Dr. Eager had any connections with the existing drug treatment program.
- Last year we introduced CLA in the Classroom, an initiative the focuses on issues of teaching and learning, drawing on principles from the literature on authentic assessment, performance tasks and rubrics. This program complements general assessment by looking to the course-level work of faculty and includes a set of curricular and pedagogical programs that focus on key higher order skills.
- Having shown you examples of the instrument itself, let me turn now to the concept of student achievement as measured by the CLA. The CLA at its foundation has a learning orientation. What we mean by this is that we are focusing on the gains made by students while at an institution, -- while also controlling for the differences in abilities the students bring with them when they set foot on campus. By metaphor, imagine that you had two students learning how to play the piano, where one already plays the guitar and knows how to read sheet music, and the other has no musical background whatsoever. Given this information, we would expect our guitar player to perform better and an assessment that exhibits this doesn ’ t really tell us anything new. In a similar manner, we would not be surprised to find that students at a prestigious, nationally recognized, University performed better than students at a local community college. However, in controlling for incoming ability, we can look at the learning gains made by students (and by extension, their institutions) on the same plane. There are several ways we might conceptualize measuring growth.
- Let’s start with the premise that “CLA institutions are equipped to improve higher order skills when they connect teaching, learning and assessment through authentic performance-based practices.”
- Let’s start with the premise that “CLA institutions are equipped to improve higher order skills when they connect teaching, learning and assessment through authentic performance-based practices.”
- Some tasks are appropriate for general education courses, while others include specific disciplinary content.
- Having shown you examples of the instrument itself, let me turn now to the concept of student achievement as measured by the CLA. The CLA at its foundation has a learning orientation. What we mean by this is that we are focusing on the gains made by students while at an institution, -- while also controlling for the differences in abilities the students bring with them when they set foot on campus. By metaphor, imagine that you had two students learning how to play the piano, where one already plays the guitar and knows how to read sheet music, and the other has no musical background whatsoever. Given this information, we would expect our guitar player to perform better and an assessment that exhibits this doesn ’ t really tell us anything new. In a similar manner, we would not be surprised to find that students at a prestigious, nationally recognized, University performed better than students at a local community college. However, in controlling for incoming ability, we can look at the learning gains made by students (and by extension, their institutions) on the same plane. There are several ways we might conceptualize measuring growth.
- Let’s start with the premise that “CLA institutions are equipped to improve higher order skills when they connect teaching, learning and assessment through authentic performance-based practices.”
- Let’s start with the premise that “CLA institutions are equipped to improve higher order skills when they connect teaching, learning and assessment through authentic performance-based practices.”
- Let’s start with the premise that “CLA institutions are equipped to improve higher order skills when they connect teaching, learning and assessment through authentic performance-based practices.”