INTRODUCTION TO BRINGING MULTIPLE …learningoutcomesassessment.org/documents/DQP...
Transcript of INTRODUCTION TO BRINGING MULTIPLE …learningoutcomesassessment.org/documents/DQP...
Openingreminder
• Wouldyoulikeyo sharemoreinformationwithcolleaguesonyourcampusabouttheDQPandTuning?
• DQP/TuningCoaches areavailableforaone-daycampusvisitatnocosttothehostinstitution.
• ACoachwillbepairedwiththerequestinginstitutionbasedonamatchofinterests,intendedoutcomes,andexpertise.
• Forinformation,see: http://degreeprofile.org/coaches/
What is the Degree Qualifications Profile?
WHAT DOES ADEGREE
REPRESENT?seat time?
Carnegie credit hours?grade point averages?
required courses?All of these suggest what degrees
represent in terms of numbers.What do degrees represent in
terms of learning?
What is the Degree Qualifications Profile?
TheDQPis
• aframeworkclarifyingwhatdegreesshouldsignifyintermsofknowledgeandability.
• amodelforexplicitstatementsoflearningoutcomes.
• aplatformforeffectiveassessment.
TheDQPisn’t
• Anattempttodictatestandardsorpromotestandardization.
• Acomprehensivecollectionoflearningoutcomes.
• Adeviceforevaluatingfacultyperformance.
5 AREAS OF PROFICIENCY:
specialized knowledge
broad, integrative knowledge
intellectual skills
applied & collaborative learning
civic & global learning
3 DEGREE LEVELS:
associate’s
bachelor’s
master’s
Degreecompletiongoals(Lumina,2025:60%w/quality
postsecond credentials)
Modelsoflearningoutcomesframeworks
(UK,Australia,Scandinavia)
DramatichigheredreformintheE.U.(“BolognaProcess”)
Callsfor“accountability”inhighereducation
Emphasisonassessmentfromaccreditorsand“performancefunding”
Criticalstudies(AcademicallyAdrift;
OurUnderachievingColleges)
Policymakers’critiques(SpellingsCommission;accreditationprocess)
Employer(andfaculty)concernsabout
graduates’skillsets
THE DQP RESPONDED TO . . .
Highereducationmusttellitsstorymoreeffectively—orothersmaywriteourstoryforus
Increasingthenumberofdegreesawardedismeaninglessunlessthereisaguaranteeofquality
Adegreequalificationsprofileshouldaddresstheseconcernsinwaysthatinstitutions,facultymembers,students,andmanyotherscanUSE
3 PRINCIPLES BEHIND THE DQP:
2010:draftcirculatedto100+expertsandstakeholders
2011:publicationasBetadocument
2011-2014:broaddissemination,pilotapplications,detailedreporting,NILOAtracking
2014:incorporatefeedbackfromhundredsofusers,analysts,critics,proponents
2015 officialpublicationoftheDQP
HISTORY OF THE DQP:
REVISIONS, 2011-PRESENT:
LexiconfortermsusedintheDQP
Acknowledgecredentialsnot(yet)definedatthisstageofthequalificationsprofilework
-Certificates-Othershort-cyclecredentials
-Professionalpracticedoctorates-ThePh.D.
REVISIONS, 2011-PRESENT:
LexiconfortermsusedintheDQP
Additionalcredentials
Clarification/emphasison-quantitativereasoning
-globallearning-ethicalreasoning
-cross-disciplinarylearning-integrationofproficiencies-assessmentofproficiencies
REVISIONS, 2011-PRESENT:
LexiconfortermsusedintheDQP
Additionalcredentials
Clarification/emphasisExamplesofinstitutionaland
organizationalexperienceinusingtheDQP
REVISIONS, 2011-PRESENT:
LexiconfortermsusedintheDQP
Additionalcredentials
Clarification/emphasis
Institutional/Organiza.usesofDQPClarify“familyresemblances”
betweentheDQP andtheTuningProcess
REVISIONS, 2011-PRESENT:
LexiconfortermsusedintheDQP
Additionalcredentials
Clarification/emphasis
Institutional/Organiza.usesofDQPDQPßàTuning
directuserstoresourcesthatsupporttheassessmentofDQP
proficiencies
HOW DOES THE DQP CONTRIBUTE TO EFFECTIVE ASSESSMENT?
MAKESIMPLICIT LEARNINGOUTCOMESEXPLICIT
ALIGNSVALUES
ASSERTSTHATLEARNINGOUTCOMESSHOULDBEDEMONSTRABLE
PROFICIENCIES
INSISTSTHATLEARNINGOUTCOMESMUSTBEASSESSABLE
DQPALIGNSVALUES
• frameoutcomesclearly
• measureperformanceinwaysthatsupportimprovement
• allowforcomparisonsthatreflectthepublicinterestandrespectacademicpriorities
• Assessmentgoals
• Expressesaconsensusandprovidessupportforarticulationofoutcomes
• DescribesproficienciesinactivetermsthatsupportANDinviteassessment
• Enablesinstitutionsandprogramstoclarifytheirdistinctivestrengths
• DegreeQualificationsProfile
• Insteadof...“Thestudentwillgainanappreciationfortherichdiversityoftheworld’scultures.”
• Consider...“Thestudentwillidentifysignificantissuesaffectingcountries,orcultures,presentquantitativeevidenceofthechallengesthroughtablesandgraphs,andevaluatetheactivitiesofNGOsorinter-governmentalinitiativesinaddressingthatissue.”
MAKESIMPLICIT LEARNINGOUTCOMESEXPLICIT
• Insteadof...“Thestudentdevelopsanawarenessoftheimportanceofcollaborativework.”
• Consider...“Thestudentnegotiatesastrategyforgroupresearchorperformance,documentsthestrategysoothersmayunderstandit,implementsthestrategy,andcommunicatestheresults.”
ASSERTSTHATLEARNINGOUTCOMESSHOULDBE
DEMONSTRABLE PROFICIENCIES
• Insteadof...“Thestudentunderstandstheethicaldimensionsofhisorherdiscipline.”
• Consider...“Thestudentanalyzescompetingclaimsfromarecentdiscovery,scientificcontention,ortechnicalpracticeintermsofbenefitsandharmstothoseaffected,articulatestheethicaldilemmasinherentinthetensionofbenefitsandharms,and(a)offersaclearreconciliationofthattensioninformedbyethicalprinciplesOR(b)explainswhyareconciliationcannotbeaccomplished.”
INSISTSTHATLEARNINGOUTCOMESMUSTBEASSESSABLE
WHATSHOULDSTUDENTSKNOW,UNDERSTAND,ANDBEABLETODOWHENTHEYCOMPLETEADEGREE?
WHATSHOULDSTUDENTSKNOW,UNDERSTAND,ANDBEABLETODOWHENTHEYCOMPLETEAMAJOR?
A process by which faculty in different fields of study determine discipline-specific desired learning outcomes for their subject area through consultations with one another, colleagues on other campuses, students, alumni, and employers
• TheDQP• Offersadegreequalificationsprofile—exclusiveofdiscipline-by-disciplinequalifications
• Describesaproduct(thedegree)butimpliesaprocess(GenEdà amajor)
• Aninstitutional processacrossdisciplines
• Tuning• Invitesdisciplinaryqualificationsprofiles—consistentwithdegree-levelqualifications
• Describesaprocess(GenEdà amajor)butimpliesaproduct(thedegree)
• Adiscipline-by-disciplineprocessacrossinstitutions
BeginwithTuning
askdisciplinestoclarifytheirincrementaloutcomes—
thenderiveinstitutionaldegreequalificationsfromtheresult
BeginwiththeDQP
definedegree-leveloutcomes—
thenaskdisciplinestoframeincrementaloutcomesconsistentwiththem
WHAT’STHEBESTSTARTINGPOINT?
•Utah’sland-grantuniversity•850faculty;27,700students•7colleges;200+majors•maincampus(Logan)+5branchcampuses•distancelearningsites•widerangeofon-linedegrees
CHANGE1:LedtoaredesignofmajorsEx.:History
clearersequenceofcourses“pre-major”pathway
theory/methodsclassesskills-basedexercises
developproficienciesrequiredinthecapstone
CHANGE2:LEDTOOTHER QUESTIONSPROMPTEDBYTHEDQP(2011):
(1) WhatistherelationshipbetweenGeneralEducationandpreparationfor
successinthemajor?(2) HowmightUSUbetteruseitsalready-
establisheddegreeprofile,the“CitizenScholar”?
Whatknowledge,understanding,andabilitiesdidstudentsneedtodevelopin
GeneralEducationcoursework?
Next“employer”ofaGenEdstudent?Themajor
WhatdoesGenEdpreparethestudenttodointhemajor–
andshapewherethemajorbegins?
GeneralEducation:largestacademicprogramatUtahState
(Whatmajorenrolls3,000students?)
GeneralEducationfaculty:identifywhatstudentswilllearn...andhowwecanknowtheylearnedit
Facultycourseproposalsmust:-makeimplicitcourseexpectationsexplicit-frameaclassnotsimplyforfuturemajors–butalso(sometimesmainly)fornon-majors
-reflectonadiscipline’sdistinctivecontributionstoGenEd
-reflectonexercisesappropriatetothisnotion-reflectonassessmentoflearning
FacultyteachinginGenEdALSOteachintheirdisciplinary
departments
Disciplinesboth“produce”and“consume”
GenEdcourses
Faculty explorehowthe whole curriculumfitstogether(GE+major+ancillary
courses)
“Citizen Scholar”DegreeProfileunderstoodasacollaborative,integrated
curricularprocess
Newstudentorientation-Whatshouldthestudentbedoingwhen?-purposefulcourseselectionin“clusters”
FirstYearExperience-changingthestudents’narrative:
“I’mheretogetajob”à “I’mheretogetaneducation”
creatingintentionallearners
FirstYearExperience:3BigQuestions
• WhyamIhere?• HowdoIbestengagemyselfintheprocessofbecomingandeducatedperson?
• HowdoIbecomeafullyengagedmemberoftheuniversitycommunity?
Keywords:
intentionality incourses,assignments,curricula
integration ofacademicinitiatives
inclusion inthe“educators”with
whomweconsult