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Assessment

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CR and TP C4wards Workshop

March 31, 2023

Anthony Silva

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Goal

Identify ways of demonstrating participation in assessment efforts on campus.

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Assessment is a rich conversation about student learning informed by data.

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~ Ted Marchese

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Assessment is a rich conversation about student learning informed by data.

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Assessment is a rich conversation about student counseling informed by data.

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Assessment is a rich conversation about student support informed by data.

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Assessment is a rich conversation about student learning informed by data.

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Faculty have always assessed

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individual

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→ collaborative

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Assessment is a rich conversation about student learning informed by data.

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Assessment is a rich conversation about student learning informed by data.

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What makes a conversation “rich”?

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Richness can be enhanced by …

  • Interdisciplinarity
  • Multiple voices
  • Interactivity
  • Cycles
  • Depth

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Faculty have always assessed

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informal

undocumented

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​

→ formal

→ documented

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Assessment is a rich conversation about student learning informed by data.

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Assessment is a rich conversation about student learning informed by data.

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What constitutes “data”?

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Data can take the form of ...

Direct Evidence

  • Exams
  • Essays
  • Presentations
  • Projects
  • Direct observation
  • Etc

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Indirect Evidence

  • Surveys
  • Reflections
  • Job placements
  • Retention rates
  • Etc

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What about student grades?

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What about student grades?

Grading

  • Individual-student focus
  • Broad measure
  • Performance-plus based
    • Attendance
    • Class participation
    • Late work deductions

Assessment

  • Student-cohort focus
  • Narrow measure
  • Performance-only based

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Course Outcome 1

Course Outcome 2

Course Outcome 3

Course Outcome 4

Final Grade

Student A

A

B

C

A

B

Student B

B

C

D

C

C

Student C

B

B

F

C

C

Student D

C

A

D

B

B

Student E

B

C

F

A

B

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Course Outcome 1

Course Outcome 2

Course Outcome 3

Course Outcome 4

Final Grade

Student A

A

B

C

A

B

Student B

B

C

D

C

C

Student C

B

B

F

C

C

Student D

C

A

D

B

B

Student E

B

C

F

A

B

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​

Course Outcome 1

Course Outcome 2

Course Outcome 3

Course Outcome 4

Final Grade

Student A

A

B

C

A

B

Student B

B

C

D

C

C

Student C

B

B

F

C

C

Student D

C

A

D

B

B

Student E

B

C

F

A

B

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When addressing disappointing results, consider ...

  • Methods (draw on reflections, conversations, workshops, other PD, etc)
  • Assessment strategies (tool, design, administration, etc)
  • Outcomes (number, appropriateness, etc)
  • Curriculum (content, sequencing, student placement, prereqs, course offerings, etc)

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Overall, consider ...

  • How you use assessment results
  • How you engage in continuous improvement
  • How you participate in assessment at the individual and collaborative levels (as applicable)

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The guiding questions

  • What is your role in producing student learning outcomes?
  • What deep thinking have you, as an individual and with your colleagues, engaged in about how well students are learning. What measures have you, again individually and collectively, created or selected to measure that learning?
  • What discussions have you had about how to improve learning? What plans have you made?
  • What changes have you made in your methodologies to improve learning?
  • If you teach, what changes in your course content or sequencing have resulted from analysis of how well students are mastering course content?
  • How have you engaged in professional development toward the development and assessment of student learning outcomes?

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Questions?

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silvaa@hawaii.edu

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