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From Isolated to Collaborative: Assessing Student Learning Using Rubrics and Technologies

From Isolated to Collaborative: Assessing Student Learning Using Rubrics and Technologies. Amy Gort, Ph.D. Michele Kieke, Ph.D. Miriam Luebke, Psy.D. Karen Moroz, Ed.D. Outline. Discussion: Collaborative Assessment Obstacles Our history Our use of technology

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From Isolated to Collaborative: Assessing Student Learning Using Rubrics and Technologies

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  1. From Isolated to Collaborative: Assessing Student Learning Using Rubrics and Technologies Amy Gort, Ph.D. Michele Kieke, Ph.D. Miriam Luebke, Psy.D. Karen Moroz, Ed.D.

  2. Outline • Discussion: Collaborative Assessment Obstacles • Our history • Our use of technology • Resulting Collaborative Assessment • General Education • Major Assessment • Future plans • Wrap-up Discussion: Obstacle Solutions http://concordia.csp.edu/Assessment/

  3. Isolated vs. Collaborative Assessment • What is isolated assessments? Independently devised, course-specific assessments. Major assessments designed and analyzed by a single person. • What is Collaborative Assessment? Communication and collaboration among faculty and staff members related to the assessment of student learning and its implications for program improvement.

  4. What do we communicate about? • What are the learning outcomes? • What is being taught and where? • What tools are used to measure student learning? • What are the results of the assessments? • What will be done in response to the results? • Based on the data what needs to be done to improve?

  5. What obstacles to collaborative assessment have you experienced on your campus?

  6. Click to add text Obstacles to Collaborative Assessment

  7. Concordia University, St. Paul • Comprehensive, Lutheran university • 2236 Students • 969 Traditional-age Students (FT and PT) • 551 Degree Completion Students (FT and PT) • 716 Graduate Students (FT and PT) • 106 full-time faculty, >250 adjunct faculty • 49 BA programs, 13 MA programs

  8. Isolation 2003 2008 Collaboration A Chronological View • Course-specific learning outcomes, one person doing • program assessment • Assessment Council is set up • Adopted assessment software • Development of general competencies (Gen. Ed.) • General competency rubric development in • multi-disciplinary teams, mapping assessments • Revision of major outcomes, rubric development • Assessment report review process implemented • Experiencing our highest level of assessment • participation and collaboration

  9. Assessment Leadership

  10. Assessment Council • Representatives from each college, student services and institutional research • Faculty members are reassigned 3 workload credits per year for this council • Each representative acts as a liaison and facilitates conversations about assessment • Each representative is accountable for assessment in their college • Each representative interacts with dean

  11. Benefits of Using Technology to Manage Assessment • Promotes shared learning outcomes and rubrics • Manages and aggregates data • Promotes quantitative data analysis • Makes longitudinal analysis possible • Allows tracking of individual students • Simplifies assessment setup • Provides an easy-to-read report See Handout

  12. eLumen Achievement System • Faculty make individual assessment measurements in their courses • Individual assessments can be captured to assess learning outcomes at the course-, major-, and university-level • Forces the use of descriptive rubrics which clarifies expectations • Assessment set-up and reporting enhances collaboration

  13. Example: General Competencies • Writing • Critical Thinking • Quantitative Reasoning • Information Literacy • Oral Communication • Values Development (Aesthetic, Spiritual, Interpersonal, and Global)

  14. eLumen has Increased Collaborative Assessment • Assessments using descriptive rubrics • Faculty members are sharing rubrics • Need to map out where assessments occur throughout a given program • Aggregated data has broadened the discussion • Engages full-time and part-time faculty by showing the “big picture”

  15. Keys to Collaborative Rubric Development: Gen. Ed. • Interdisciplinary Teams Developed the General Competency Rubrics • Two competencies were chosen for each area of the general education curriculum

  16. Example: Writing Competency

  17. Keys to Collaborative Rubric Development: Major/Program • Development of Program-wide Learning Outcomes • Department members collaborated on the outcomes and rubrics • Department members all use the same Rubrics • Many share rubrics with students

  18. Partial Map for the Biology Major

  19. What’s Next? • Co-curricular Assessments • Service Learning • Writing Center • Student Support Service • Student Newspaper • eLumen as an Advising Tool • Student access to their Assessments • Continued Program Development

  20. Obstacles Obstacles to Collaborative Assessment

  21. Thank you • Karen Moroz, Ed.D., moroz@csp.edu • Shellie Kieke, Ph.D., kieke@csp.edu • Miriam Luebke, Psy.D., luebke@csp.edu • Amy Gort, Ph.D., gort@csp.edu Resources available at: http://concordia.csp.edu/assessment

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