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Forging Assessment Communities

Forging Assessment Communities. Creating a Positive Culture of Assessment Pierre Laroche and Susan Wood. Assessment = Scholarship.

gillian-thomas
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Forging Assessment Communities

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  1. Forging Assessment Communities Creating a Positive Culture of Assessment Pierre Laroche and Susan Wood

  2. Assessment = Scholarship “Your state university has been offering instruction in writing for decades, but is that university any better now than before at teaching people to write? Over the years, it has doubtless enlisted wonderful individual talents in that task, but does it now know more—corporately—about how to accomplish it? If it practiced a scholarship of teaching, it would (Marchese, 2000).”

  3. Bridging Theory and Practice Assessment-friendly Communities Technology of Assessment (RUBRICS) Theory of Assessment

  4. Steps to building Assessment-friendly Communities Identify/establish commonly held criteria to assess Express individual educational values and expectations connected to the challenge Call for volunteers to address the challenge Start with a learning challenge

  5. Assessment Community Rubric

  6. Three Examples: Using Rubrics -- Effectively? • Example one:Creation of English Program Rubric • Example two:First attempt to create and use a WAC Rubric • Example three:Second attempt to create and use a WAC Rubric

  7. General Education Assessment Committee CXC Subcommittee MXC Subcommittee GEAC CTXC Subcommittee EXC Subcommittee

  8. General Education Assessment Committee Accomplishments • A tool to help teachers design effective assignments • A tool to help teachers assess their assignments • Creation of four rubrics to evaluate General Education SLO’s campus-wide

  9. Theory of Assessment Practice • Site-Based • Locally-Controlled • Context-Sensitive • Rhetorically-Based • Accessible(Huot, 2002, p. 105)

  10. Using Assessment as Research • What do you want to know?About or from your students?About or from teachers?About or from administrators • How will you go about getting this information? • Who is this information for? • What use will be made of this information?

  11. Using Assessment as Research • What form will the information take? Will there be a report? Who will write it? • What verification or corroboration will ensure the accuracy and consistency of the information? • How will the information be collected and how will the way it is collected help to improve the program being assessed?

  12. Using Assessment as Research • Who will be affected most by the assessment, and what say will they have in the decisions made on behalf of the assessment? • What are the major constraints in resources, time, institution, politics, etc,?(Huot, 2002, p. 181)

  13. Responsibility versus Accountability • “It is possible to understand assessment as responsibility rather than accountability, as a necessary and vital part of administering an educational program” (Huot, 2002, p. 173). • Huot, B. (2002). (Re)Articulating writing assessment for teaching and learning. Logan, UT: Utah State University Press.

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