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Assessment Workshop

Assessment Workshop. Roanoke College February 5, 2009 This project is supported by the U.S. Department of Education and the Teagle Foundation. Our Purpose: . To assess intentional learning in our students during their first semester in experimental sections of GST 101 combined with CCLS

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Assessment Workshop

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  1. Assessment Workshop Roanoke College February 5, 2009 This project is supported by the U.S. Department of Education and the Teagle Foundation.

  2. Our Purpose: • To assess intentional learning in our students during their first semester in experimental sections of GST 101 combined with CCLS • 9 pilot GST 101 sections integrating advising and CCLS • Direct assessment to supplement results of indirect measures—focus groups and surveys (student and faculty) • To provide faculty development

  3. Our Tools • Learning outcomes • Rubrics • Scoring for assessment guidelines • Norming process • Paired reading process

  4. How We Got Here • Learning outcomes and rubrics developed in workshops facilitated by Mary Allen (February, June 2007) • Intentional assignment developed by pilot GST 101 faculty in workshop--July 2008 • Rubrics & procedures pilot-tested by FIPSE staff

  5. Our Task: Score 60 Papers • Intentional learning papers randomly selected from pilot GST 101/CCLS sections • IRB-approved procedures and student consent • Blind scoring—student/professor identities, sections • Workshop schedule--important to get the work done

  6. What Is Scoring for Assessment? • Gives ratings based on essay’s achievement of target learning outcomes (LOs) • Ignores minor errors, length, style, reader preferences and tastes • Readers form a community that “agrees to agree on scoring standards” for a particular artifact (White)

  7. Reading Sessions • Not gradingstudents but assessingcourses or programs • Read and score set of papers with the criteria (rubrics) AND the norming process in mind. • Papers are to be rated as FIRST-YEAR papers. • Avoid idiosyncratic reading and scoring (i.e., personal or disciplinary biases). • Beware of halo effect! (Score on rubric only; filter out other problems) • See “Guidelines” sheet.

  8. This Assessment Is Based on… • Intentional learning assignment • Integrated into GST 101/CCLS classes— graded • Same one used by all pilot sections--PISTACHIO • Based on RC Liberal Learning Goals--BLUE • Intentional learning rubrics—PISTACHIO • Study rubrics—key words, distinguishing levels? • Norming—to “calibrate” measurements & get inter-rater reliability

  9. Paired-Reader Process • Individual readers read paper and decide on an appropriate score on both LOs. • Discuss score with partner. • Ground this discussion on 1) the rubric and 2) then the writing prompt. • Apply the rubric within the parameters of the writing prompt. • Record a consensus score for paper. • Consult with us if consensus is difficult.

  10. Works Cited • “Packet for Designated Assessment Leaders in Departments (GMU).” Writing Across the Curriculum at George Mason University. Nov. 13, 2007. <http://wac.gmu.edu/program/assessing/phase4.html> • White, Edward M. Teaching and Assessing Writing: Recent Advances in Understanding, Evaluating, and Improving Student Performance. 2nd ed. San Francisco: Jossey-Bass, 1994.

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