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2.3.2 Chalk and Wire Evaluation of Data April 2006

2.3.2 Chalk and Wire Evaluation of Data April 2006. Cindy Harvel. What is Chalk and Wire?.

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2.3.2 Chalk and Wire Evaluation of Data April 2006

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  1. 2.3.2Chalk and Wire Evaluation of DataApril 2006 Cindy Harvel

  2. What is Chalk and Wire? • The ePortfolio is an assessment tool that puts legs to the University's motto, “seeking to learn in order to seek to serve.” Chalk and Wire is simply a way to monitor progress and provide evidence that we truly are providing the rigorous academic program and spirit of reflection we allude to in our mission statement.

  3. At a training workshop in Tulsa, we were told that Chalk and wire was like using a bulldozer when you’ve been using shovels…but we’re still moving the dirt!

  4. A Tool For Formative Assessment • How does it work? • Students will “upload” artifacts or documents, which may consist of videos, PowerPoints, Word documents, awards, pictures, etc. to demonstrate their progress during their university career

  5. Evaluation • Students will submit the artifacts to pre-selected faculty who will assess them, using rubrics that automatically enter the results into a database. • Faculty will return those artifacts to the student, with graded rubrics and comments.

  6. The student will use a browse button to attach “artifacts” to their portfolio artifact library.

  7. E-Portfolio Students combine their artifacts into a professional looking electronic portfolio RubricMarker Faculty and administration manage the data Two Sides To Chalk and Wire

  8. The Closet Analogy • The portfolio is like a closet. Each pre-selected class will have a “hook” on which students may “hang” an artifact. • By the end of their university career, all the “hooks” should be filled.

  9. Use the down arrow boxes to load the artifact.

  10. A reflection page gives students an opportunity to show how the artifact relates to the standards as well as describing this artifact’s role in the educational process.

  11. The Advantages of Chalk and Wire • Students work is SAVED throughout their university career in one safe, secure location • A lifetime storehouse for samplings of work should students continue to pay a fee after graduation • A tangible tool for accreditation • Will enable us to be accountable for self-awareness as a university

  12. Aggregating and Disaggregating Data • Results from data collected can be presented in understandable formats, like charts or graphs to visually illustrate areas of strength and weakness. Results are then reviewed by our Education Department and used in making informed decisions regarding curricular and program improvements connected to student learning outcomes.

  13. We can see information as it comes in and look at the mean and median score…

  14. …compared with our middle level field experience students, who have had more time “in the field.”

  15. Here we can compare a PEL class philosophy assignment with a freshman philosophy assignment.

  16. We need to do some work in this area.

  17. Assessment “Assessment is like a dancer watching herself before a mirror to continually seek improvement.” Trudy Banta Indianapolis Assessment Convention Looking at Sample Results Screen that appears to direct to the correct assessor

  18. Modal We cannot expect our students to be willing to learn what we do not know. Thank you for taking the time to learn!

  19. Practice • “If we don’t have data good enough, we don’t want to change.” Douglas J. Eder Indianapolis Assessment Convention Looking at Students by… RaceAfrican American Hispanic Caucasian Gender

  20. Collect Data To Improve! • “A pig doesn’t get any fatter merely by weighing it.” • “You can’t keep pulling out a carrot to see if it’s growing.” • “A dancer doesn’t extend the stretch without challenging the muscle.” • Data by Class

  21. Our First Semester Of Entire Undergraduate Department • 21 classes provided data fall semester 2005 • 485 out of 682 assignments graded out of assignments turned in

  22. Many calls needing personal directions Faculty and students feeling unequipped Chalk and wire coming to a standstill during faculty training Cindy spread rather thin New directions with “frozen pages” Breaking training down into smaller groups Faculty training one-on-one and small group settings Jessica Dawes helping with Pel students Improvements Needed

  23. Pressing On… • Goal to have Undergraduate, C & I, and Pel on every campus on board spring semester • Cooperating Teachers assessing to every campus

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