Reflecting Back to Move Forward: Quality Enhancement Planning Karen Webber Bauer Presented to...
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Transcript of Reflecting Back to Move Forward: Quality Enhancement Planning Karen Webber Bauer Presented to...
Reflecting Back to Move Forward:
Quality Enhancement Planning
Karen Webber BauerPresented to
Academic Affairs Faculty SymposiumUnicoi State Park, Helen GA
March 30, [email protected]
Today’s UGAFall 2006• 33,959 students• SAT = 1228• From 131 countries, many US states• 4,000 courses per term• 900,000 student credit hours per year• High retention and graduation rates• 8,546 degrees awarded 05-06
• Total revenues of $1.24 billion (FY06)• 18 million square feet of space
What do we know about our students?
• Academically• Psychosocially• Alcohol use• Grades, majors
What we don’t know (or know enough)• Why students depart prior to graduation• How and when do student most effectively learn
• Lecture vs. small groups, classroom, distance, etc.
• How study abroad, internships affects the thinking, actions of our students
• Who and why go to work and grad school• Perceptions of alumni • How Gen Ed intermeshes with goals & objectives
in the major
Yes, some efforts ongoing
• And that’s great!
Assessment – Why?
Improvement Accountability
Institution-wide assessment like a puzzle
LCs; Capstone
Program EvalWriting Rubric
NSSE
No one measure adequate
Five Levels of Assessment
Level 1:I ndividual
Level w/in course
Level 2: Individual learning level across
coursesEmphasize self-reflection
Level 3: Course levelPortfolios, embedded, common
assignments, capstone,
Level 4: Program levelEmbedded, portfolios, common across multi-sections,
capstones
Level 5: Institutional levelSummarized info at institution-wide level
From Miller, R. & Leskes, A. (2005). Levels of Assessment: From the Student to the Institution. Washington, D.C.: Association of American Colleges and Universities.
Assessment Methods for Levels 1 & 2• Objective exams• Reflective essays• Portfolios• Case studies• Small group assignments• Research paper/lab report• Oral exams• Performances
Examples of Rubrics• http://wsuctproject.wsu.edu/ctr.htm
• http://eng.auburn.edu/programs/chen/programs/
accreditation/assessment-rubrics.html
• http://www.uwstout.edu/soe/profdev/rubrics.shtml
• http://faculty.academyart.edu/resources/rubrics.asp
• http://www.winona.edu/AIR/rubrics.htm
• http://rubistar.4teachers.org/index.php
Ways to assess learning• One minute paper• Muddiest point• Point-counterpoint• Mind maps• Journal entries• Peer lessons• Card sort
See Silberman, M. (1996). Active Learning: 101 Strategies. Boston, Allyn & Bacon.
• Immediate Feedback Assessment Technique http://www.epsteineducation.com/ifat.php
Do Grades Have a Place in Assessment?
• Sure, but can’t be the only evidence
• Tell us how well a student performed but don’t tell us if s/he mastered components such as critical thinking, writing skills over full program
• Don’t tell us what students learn in cocurricular activites
So– we need goals & objectives and measurable outcomes !
Ask yourself:• Is the outcome measurable?• Is it meaningful?• Is it manageable?• How will I know when it’s been achieved; how do I
develop systematic assessment?
Adapted from Bresciani, M. (2004). Outcomes-Based Academic & Cocurricular Program Review.
Make It Measurable (see handout)
• Design an experiment to test a chemical hypothesis• Write with clarity, coherence, correctness• Use voice, movement to interpret a dramatic character
NOT Easily Measurable:• Think critically• Be a lifelong learner• Be a good citizen
Why Assess?
• Improvement• Individual faculty and departmental curriculum
• Quality Enhancement Plan (QEP)
• Accountability• Reaffirmation of Accreditation
The QEP
• Carefully designed and focused set of activities that
address one or more aspects of student learning.
• Complements the ongoing institution-wide
evaluation already occurring
• Evolves from a series of discussions, reflection of
what we know, where we are going
• Plan must be submitted 4-6 weeks prior to site visit
The QEP• May include addressing changes in students’
knowledge, skills, behaviors, and/or values• Examples:
• enhancing the academic climate for learning• increasing student engagement in learning• strengthening general education curriculum• enhancing critical thinking skills• enhancing innovative teaching strategies• introducing innovations in use of technology in curriculum
Goals for Today & Tomorrow
• Regarding Teaching and Learning-- use the break out sessions and other discussion time to explore:
• Summary of current activity• Opportunities for advancement• Measures to assess success• What resources needed• Impact on faculty
Select References• Angelo, T., & Cross, P. (1993). Online teaching goals inventory . Center for Teaching,
University of Iowa. http://www.uiowa.edu/~centeach/tgi/• Angelo, T. & Cross, P. (2000). Classroom assessment techniques. San Francisco: Jossey-Bass.• Bloom’s Taxonomy: http://www.learningandteaching.info/learning/bloomtax.htm• Bresciani, M. (2006). Outcomes-based academic and co-curricular program review. Sterling,
VA: Stylus.• Critical Thinking Community: http://www.criticalthinking.org/• Collaborative Learning – info from UD’s Center for Teaching Effectiveness:
http://cte.udel.edu/ccl.htm• Grunert, J. (1997). The course syllabus. A learning-centered approach. Bolton, MA: Anker
Publishing.• Huba, M & Freed J. (2000). Learner-centered assessment on college campuses : shifting the focus
from teaching to learning. Boston: Allyn & Bacon.• Silberman, M. (1996). Active learning: 101 strategies. Boston: Allyn & Bacon.• Suskie, L. (2004). Assessing student learning. Boston: Anker Publishing.• Walvoord, B. (1998). Effective grading : a tool for learning and assessment. San Francisco:
Jossey-Bass.