Assessment Loop Form
description
Transcript of Assessment Loop Form
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Assessment Loop Form
Assessment Loop Forms:What Did We Learn?Where Do We Go?
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Assessment Loop Form (ALF) Background Accreditation
recommendation
Institution-program-classroom assessment ALF = classroom
component
ALF documents what faculty are already doing
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+ALF Purposes
Help faculty track student learning
Help faculty see what others are doing
Data archived for accreditation
Data archived for program review
Other?
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ALF: What Did We Learn?
Faculty are assessing all the time
Faculty care about learners and want to help them
Assessment can be messy
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+ALF Components
Outcome
Assessment
Change/Intervention
Impact of Change/Intervention
Reflections
New Questions
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+ALF: Outcome
What is a learning outcome?
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+ALF: Outcome Analysis
~35% of ALFs included one learner-centered outcome
~15% of ALFs included more than one outcome Are we overachievers? Multi-taskers? Do we
lack assessment experience? Is the ALF difficult to understand?
~20% of ALFs were written with teacher-centered rather than learner-centered language
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+ALF: Assessment
What are we measuring?
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+ALF: Assessment Analysis
Over 90% of ALF assessments related to: Student performance (exams, quizzes, class
projects, etc.) Student feedback (questions, comments,
student evaluations, blank stares, etc.) Student behavior
(engagement/participation, work completion, etc.)
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ALF: Change
Based on assessment of learning, faculty introduce a change/intervention to improve student learning
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+ALF: Change Analysis
Predictably, changes are specific to classes
Common themes, however, exist
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ALF: Change Analysis
Type of Change Percentage of ALFs
Addition of instructional component
40%
New activity 25%
Revision of already-existing activity
25%
Change not aligned with classroom evidence
10%
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+ALF: Impact
Faculty were to reassess students to determine impact of change on learning
Like initial assessment, majority of ALFs included language relating to student performance, feedback, and behavior
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ALF: Impact Analysis
Component assessed Percentage of ALFs
Student behavior 45%
Student performance 40%
Student feedback 15%
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+ALF: Unexpected Impact Findings
~15% of ALFs included word “might” to reference student behavior, performance, feedback
~15% of ALFs included language like “seemed” and “understood” without evidence to back up findings
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Assessment, Evidence, Impact Connections
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+ALF: Reflections
Because of private nature of ALF component, comments were more diverse ~28% indicated contentment with
results/student success ~11% mentioned an unexpected occurrence ~8% iterated the need to help students
succeed ~8% reported assessment being worth the
effort
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+ALF: Common Themes Among Reflections
Students actively participating in the classroom learning experience is important
Making connections between classroom and “real life” experiences is important
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+ALF: New Questions
Faculty interested in pursuing assessment in their classrooms ~34% want to continue to re-develop, re-
time, and/or expand ALF activity ~20% intend to repeat, or will consider
repeating, ALF activities in future classes ~11% intend to repeat, or will consider
repeating, ALF activity in other parts of class ~7.5% will continue to help improve student
success
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ALF: What the Fig?
ALF = opportunity for individual to pursue answers to learning questions
Faculty Inquiry Groups (FIGs) = opportunity for groups to pursue answers to learning questions
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Five-Minute Water Cooler Activity
Small group Create one learner-
centered outcome for chosen discipline
Identify evidence needed to assess outcome
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ALF: Where Do We Go?
New Form Online Instructions
shortened Drop-down menus,
checkboxes Text boxes ELOs added Samples can be
attached ALF can be saved!
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+ALF: Where Do We Go?
There will be ALF training in the TLC
Contact Trish Root for individualized helpX4593 [email protected]
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ALF: What Can We Do Better?
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+Thank You…
Assessment Committee
Jack Bautsch
Sam Bayne
Betsy Campbell
Lori Casile
Noris Daniel
Davene Eyres
Faculty Leadership Community
Boyd Gittins
Jane Lister-Reis
Mary Ellen O’Keeffe
Brian Palmer