Prairie Lake AEA CWRA Handouts
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Transcript of Prairie Lake AEA CWRA Handouts
introduction to the
#CWRA | @cla_beatprairie lakes AEA 8
stop counting
#CWRA | @cla_beatprairie lakes AEA 8
performance
1 of 3
“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.
Iowa Future | 2011 | “Iowa, Did You Know?” | www.iowafuture.org/2011/08/04/iowa-did-you-know
Over 675 institutions have participated (543 colleges, 138 high schools), assessing over 300,000 students
CLA data served as the basis for the groundbreaking work, Academically Adrift
Concluding Gates Foundation supported research on the Common Core
Partnered with the OECD to administer translated CLA tasks internationally via the Assessment of Higher Education Learning Outcomes (AHELO) study
Selected to author Performance Tasks for Race to the Top Assessment Consortia
Named Dr. Tony Wagner as CAE Senior Fellow
Developing student-level version of CLA/CWRA for release in fall 2013
performance
2 of 3
performance
3 of 3
(a) William Shakespeare(b) John Updike
(c) Ernest Hemingway(d) None of the above
Rewards factual recallFails to gauge transferability
Contentknowledge
Contentskills
Generalknowledge
Generalskills
Contentknowledge
Contentknowledge
Contentskills
Generalknowledge
Generalskills
so
The provision of transferrable skills
is as important asthe provision of
content.
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.
Proportion of employers who say colleges should
place MORE emphasis than they do on selected
learning outcomes:
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
SO WHAT?
SO WHAT?
Academically adriftLimited learning on college campuses
what is the
bias
small sample
quantitative reasoning
appropriate comparison
group
correlation vs. causation
incorrect (improper?) use of data
ability to filter
cwra
moving beyondaccountability
writing
problem solving
48% 52% 40% 60% 32% 67% 48% 53%
t+l+a alignment collaboration
collegiatelearningassessment.org/contact
t+l+a alignment faculty support
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
noun action
A specific role
A decision to make
An authentic product
Some stake
SweetgrassWriting
an article
A specific roleA decision to make
An authentic productSome stake
You are a new reporter at a local newspaper, and your editor asks you to investigate whether there is a story behind some conflicting reports about a new sweetener made out of sweetgrass, and to write an email pitching the story. You know that there is another newspaper in town that may get the scoop on the story if you don’t act quickly enough.
chris jackson212.217.0845
[email protected]@cla_beat
collegiatelearningassessment.org/cwrapresentations
collegiatelearningassessment.org/cwrapresentations