1 / 77

Transformative Assessment

Transformative Assessment. Joan K. Lippincott Coalition for Networked Information Gary Brown Washington State University. Transformative Assessment at Washington State University. Gary Brown, Director The Center for Teaching, Learning, & Technology browng@wsu.edu.

wilburpotter
Download Presentation

Transformative Assessment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Transformative Assessment Joan K. Lippincott Coalition for Networked Information Gary Brown Washington State University

  2. Transformative Assessmentat Washington State University Gary Brown, Director The Center for Teaching, Learning, & Technology browng@wsu.edu

  3. Transformative Assessment Practiceshttp://www.educause.edu/TransformativeAssessment/2599 • A program initiated by: • EDUCAUSE/National Learning Infrastructure Initiative (NLII) • Coalition for Networked Information (CNI) • The Teaching, Learning, & Technology Group (TLT Group) • The Center for Teaching, Learning, & Technology at Washington State University • Elicit new ideas about assessment • Help institutions put these ideas into practice • Map assessment to assessment

  4. Dimensions of Transformation • Purpose of Assessment • Outcomes not coverage (Learning not Teaching) • Alignment • Data • Learning & Learning Skills • Application • Systematic • Integrative • Closes the loop • Dissemination • Embrace new collaborations & new constituencies

  5. Transformative Progressive Administrative

  6. Transformative Assessment is… The purposeful gathering and use of data and data analysis toensure that the application of findings and the dissemination of results will help align, substantially change and enrich the student learningexperience.

  7. Not Transformative Transformative Trans-course Collaborations 1. Technology New Accreditation 2. Old Accreditation 3.Selectivity Measures Equity Measures • Student Evaluations Learning Process Evaluations 5. Tests Outcomes & Collective Rating What is Transformative Assessment?

  8. Technology

  9. Enrollments in WSU Online Learning Spaces

  10. Pedagogy & Technology

  11. Good to Great(Collins, 2001,Harper Business) • “Technology and technology-driven change has virtually nothing to do with igniting a transformation from good to great.” • “Yet, paradoxically, great organizations are pioneers in the application of carefully selected technologies.”

  12. Transformative…Trans-Course Collaboration(using technology)

  13. Online Decision Science • Saved a dairy plant $250,000 • Saved the plant • Received $95,000 from company executives to complete a study on call-center efficiency. • And incentives from the company resulted in more employees enrolling in the course. • Managed pantry inventory for a house of teens

  14. In A Human Development Class • “This information [researched & reported by students] was better than text books that are obsolete as soon as they are printed.” • “The students in this course provided up to date pertinent information about current issues and how to affect change.” • “The next group of students who take this class will write their own text book.”

  15. NOT Transformative…Old Accreditation

  16. a a a a a The Good Old Days

  17. The Good Old Days a a a a a

  18. Transformative…Accreditation Focus on Closing the Loop

  19. Outcomes—A Science Program • Faculty assessed competency of 60 papers collected from 11 different courses of their program. • Maintained inter-rater reliability of 75%

  20. Why Worry About Consensus? • Accreditation • High standards are not the same as standardization… • Legal • Faculty content expertise trumps faculty exam design expertise. • Curricular coherence • No single course will meet all program/institutional outcomes.

  21. A Science Program OutcomesFall Pilot2003 Mastery Professional Competency Developing Emerging

  22. Crisis and Opportunity

  23. Closing the Loop • Faculty agreed: • Assignments need to be revised to align with the shared OUTCOMES. • Jointly create & embed assignments for target points in curricula… • Include accreditors, professional advisory board partners, and upper-level students in the process • Use an ePortfolio….

  24. Round One(Of a Continuous Process) “Working together to design assignments is unusual because faculty are accustomed to working independently.  However, collaboration should enable improvement of individual assignments, thus the entire curriculum shall benefit.” —Stephanie Clark, FSHN

  25. NOT Transformative…Selectivity Measures

  26. An Inland Northwest Land Grant GOAL #1 Offer the Best Undergraduate Experience in a Research University Sub goal 1 Attract, recruit, and retain a diverse high quality student body. Required actions Implement recruitment and admissions strategies that reach and serve high ability students from high schools and community colleges.

  27. What DoesInstitutional Selectivity Tell Us About Educational Quality? “National magazines that purport to identify the nation’s ‘best’ colleges are essentially ranking institutions by their selectivity, not by the likelihood of their exposing students to the most effective educational practices.”

  28. “Given the challenges facing the nation and the higher education system, it’s time for some straight talk about the deleterious grip that selectivity has had on our perceptions of what constitutes collegiate quality. It’s bad public policy and educationally indefensible.”

  29. “It would be much more productive to focus on developing indicators that more accurately represent what happens to students during college and to make this information available in a responsible way so that prospective students, policymakers, and institutional leaders can use it to make decisions that can improve student learning.” George D. Kuh and Ernest T. Pascarella(Change, September/October 2004 pp.53-58)

  30. The Center for Urban EducationEstela Mara Bensimon, Director, CUE

  31. Mental ModelsDifferent Questions

  32. NOT…Traditional Student Evaluations

  33. Traditional Student Evaluations a Rank Instructors a Student Satisfaction a Rank Instructors a Between Chair & Faculty

  34. The GOLD StandardParticipants Who Used Survey Data to Inform Change….

  35. Transformative…Learning Focused Evaluations

  36. College Questions The TLT Group BeTA Project: Student Profile Learning Environment Critical Engagement Relevance Department Questions Course Questions

  37. Student Evaluations Faculty Development Seminar Series Validation Peer Review

  38. Validation Student Evaluations Outcomes Development (Rubrics) Peer Reviews & Focus Groups

  39. Reporting Results

  40. Evaluation as Community Practice SUNSHINE LOGO a Community of Evidence a Deepen Outcomes a Public Seminars a Trans-Institutional & Community

  41. Bringing it Together • Goal, Assessment, Assignment & Curricula Alignment • Collective Community Engagement: • Activities, projects are co-created • Performance criteria are shared with students • Technology in Community Context • ePortfolio • Blog-based Reflection

  42. NOT…Tests

  43. Transformative…Outcomes & Collective Judgment

  44. Mastery Developing Emerging Assignment Assessment & the Echo Effect

  45. From the Messy NSSEGeorge Kuh • “Students typically don’t exceed their own academic expectations.” • But “Students will go beyond what they think they can do under certain conditions, especially when teachers expect, challenge, and support them.” • “Are we willing to make the effort that such practices demand of us?”

  46. Final Thought Transformation is not an event… IT’s a Lifestyle!

  47. Ten Lessons from TAP Joan K. Lippincott Coalition for Networked Information

  48. TAP Program • Focus Sessions • READI Branch • Rubric • Case studies • Report

More Related