stop counting

#CWRA | @cla_beat

better aligning teaching, learning,

and assessment for college and

career readiness#CWRA | @cla_beat

chris jackson212.217.0845

cjackson@cae.org@cla_beat

collegiatelearningassessment.org/cwrapresentations

employers

sociologists

colleges

high schools

policy makers

test designers

employers

sociologists

colleges

high schools

policy makers

test designers

pushingdown

employers

Proportion of employers who say colleges should place MORE emphasis than they do on selected

learning outcomes

•The ability to effectively communicate orally and in writing

•Critical thinking and analytic reasoning skills

•The ability to apply knowledge and skills to real-world settings

•The ability to analyze and solve complex problems

89%

81%

79%

75%

AAC&U | 2008 | aacu.org/leap/public_opinion_research.cfm

sociologists

SO WHAT?

sociologists

SO WHAT?

sociologists

Academically adriftLimited learning on college campusessociologists

pushingup

policy makers

policy makers

test developers

test developers

test developers

is this aproblem?

High school

freshmen

High school seniors

College freshmen

College seniors

High school

freshmen

High school seniors

College freshmen

College seniors

employers

colleges

high schools

sociologists

policy makers

test designers

the future

The provision of transferrable skills

is as important asthe provision of

content.

The provision of transferrable skills

may replacethe provision of

content.

(a) William Shakespeare(b) John Updike

(c) Ernest Hemingway(d) None of the above

Rewards content regurgitationFails to gauge transferability

Contentknowledge

Contentskills

Generalknowledge

Generalskills

Contentknowledge

Contentknowledge

Contentskills

Generalknowledge

Generalskills

the need for adifferent

assessment

“Bad…”

We ask our students,

quite simply, to count fish.

Institutions are equipped toimprove higher-order skills

when they connectteaching, learning, and assessment

through authentic, performance-based practices.

The top ten in-demand jobs in 2010 did not exist in 2004. We

are currently preparing students for jobs that don’t yet exist,

using technologies that have not yet been invented in order

to solve problems that we don’t even know are problems yet.

How does the[cwra]

do this?

aligning teaching,learning &

assessment:measuring higher

order skills

bias

small sample

quantitative reasoning

appropriate comparison

group

correlation vs. causation

incorrect (improper?) use of data

ability to filter

aligning teaching,learning &

assessment:faculty development

What is authentic assessment?

How does effective teaching support that (and vice versa)?

What are the higher-order skills we value? Why?

How are those skills demonstrated in student responses?

What are the components of a Performance Task?

How do we effectively build them?

Working | Sharing | Feedback

aligningteaching &

assessment

48% 52% 40% 60% 32% 67% 48% 53%

chris jackson212.217.0845

cjackson@cae.org@cla_beat

collegiatelearningassessment.org/cwrapresentations

The top ten in-demand jobs in 2010 did not exist in 2004. We

are currently preparing students jobs that don’t yet exist, using

technologies that have not yet been invented in order to solve

problems that we don’t even know are problems yet.Fact or Fiction | Retail Industry Leaders Association (RILA)

http://bit.ly/aOiIcE | April 6, 2009

1. Registered Nurses2. General and operations managers

3. Physicians and surgeons4. Elementary school teachers

5. Accountants and auditors6. Computer software engineers

7. Sales representatives and managers8. Computer systems analysts

9. Management analysts10.Secondary school teachers

The provision of transferrable skills

is as important as the provision of

content.