Peer Review and Assessment Workshop

1. Peer Review and Assessment Workshop November 9, 2012

2. Purpose of Assessment • Proving that students are learning • Reaction to challenges in public education • Rising potential, stagnant performance • Regional Accreditors: Higher Learning Commission of the North Central Association of Colleges and Schools

3. Systematic Assessment • Focus on results, not effort • Student learning, not potential • Evidence-based, not conjecture • “four years of boredom” • Integrated throughout the university

4. Peer Review Faculty Handbook, p. 26

5. Peer Review • Formative Evaluation: “FORMATIVE EVALUATION: EVALUATION CONDUCTED TO ASSESS THE EFFECTIVENESS OF SPECIFIC TEACHING PRACTICES AND IDENTIFY AREAS FOR IMPROVEMENT OR DEVELOPMENT.”

6. Peer Review • Faculty responsibility • Provide meaningful feedback to probationary faculty • Offer of assistance • Preparation (only) for Promotion and Tenure

7. Peer Review • Portfolio Preparation • Teaching • Service • Scholarship

8. Peer Review Faculty Handbook, p. 27 • Teaching Portfolio • “A teaching portfolio that chronicles teaching performance should be maintained to provide further evidence of effective teaching; portfolios are to include examples of such items as objectives, syllabi, exams, modifications of courses, teaching techniques used, grading procedures, distribution of course grades, in-class and out-of-class assignments, text used/changes for all courses taught; summaries of student evaluations; a list of advisees (i.e., number of advisees per year); records of student projects; records of special activities with students (clinical, internships, presentations, etc.); and records of workshops/special sessions developed, taught, attended, etc.”

9. Peer Review • Porfolio Preparation Workshop: January-February, 2012 • Peer Review is uneven across campus • New faculty must focus on two things: • Preparation and instruction • Student learning results • Balancing Contributions and Results

10. Assessment and Peer Review • Balancing Contributions and Results • Selections of … both • Typical peer review portfolio • Syllabi • Tests • Student evaluations • Handouts • Grade distributions

11. Assessment and Peer Review • Best portfolios prove your unique contribution to student learning • Results • Do not rely upon final grades • Non-learning components • Often do not provide clear picture of learning • Rarely provide guidance on weaknesses • Find other examples of student learning

12. Assessment and Peer Review • How to find examples of student learning • Consult your program assessment plan • What are the goals, objectives, etc.? • How does your class fit into general education? • What are you requiring students to prove that also proves these things?

13. Assessment and Peer Review • Where can you find evidence of student learning? • Look at what you are already doing! • Exams • Assignments • Projects • Surveys • Blackboard Survey features (anonymous) • Tailor to learning objectives

14. Assessment and Peer Review • Course, Program, General Education Assessment Tool—CPGEs • OneTech—tied to program assessment • What we need • Course ID • Learning objectives being assessed • (no more than 5)

15. Move Beyond “Closing the Loop”

16. Umbrella Approach Curriculum Change Program Assessment Gen. Ed. Peer Review and P&T Strategic Planning Course Evidence