Using The Collegiate Learning Assessment: Impressions and Advice
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Transcript of Using The Collegiate Learning Assessment: Impressions and Advice
USING THE COLLEGIATE LEARNING
ASSESSMENT: IMPRESSIONS AND
ADVICE
Presentation to the Association of Institutional Research and
Planning OfficersBuffalo, New York
June 11, 2009
PRESENTERS
Patricia FrancisAssociate Provost for Institutional
Assessment and EffectivenessSUNY Oneonta
Rosalyn LindnerAssociate Vice President
Buffalo State College
SESSION TOPICS
CLA Structure, Scoring, and Reporting Mapping the CLA to SUNY GE Outcomes Advantages and Challenges in Using the
CLA Institutional Strategies for Overcoming
Challenges
WHAT DOES THE CLA MEASURE?
Key Higher Order SkillsCritical thinkingAnalytical reasoningProblem solvingWritten communication
Types of TasksPerformance TaskAnalytical Writing
Make-an-ArgumentCritique-an-Argument
ADMINISTRATION DETAILS
CLA Administered Over Computers for a 60-90 Minute Session
Two ApproachesCross-sectional, comparing 100 first-
semester students and 100 second-semester seniors in same academic year
Longitudinal, comparing same students as freshmen (n=300) and seniors
ADMINISTRATION DETAILS (CONT.)
The CLA is Not a Multiple Choice Test Students Respond to One of Three
PromptsAnalyze Complex, Realistic ScenariosWrite Persuasive, Analytic EssayCritique Written Arguments
WHAT DO STUDENTS SEE?
Split ScreenLeft side: Directions, questions and
response boxRight side: Document library with pull down
menu
CLA SCORES Unadjusted Performance Score for
Absolute Comparisons Deviation Score for Controlled
Comparisons
EXPECTED SCORE Uses SAT/ACT Scores for Measures of
Academic Ability of Students Prior to Matriculation (Entering Academic Ability, or EAA, Score)
Estimates Linear Relationship between CLA Scores and EAA
Reports in Standard Error Units
GEAR REVIEW, SPRING 2009
Focused Exclusively on SCBA Outcomes for Written Communication and Critical Thinking
Primary QuestionsIs there reasonable face validity between
CLA measures and SUNY outcomes?Does the CLA report provide campuses with
sub-scores for individual outcomes?
CORRESPONDENCE BETWEEN CLA AND SUNY
OUTCOMES CLA Measures Map Well to (and Provide
Sub-scores for):Critical Thinking Outcome #1 (“Identify,
analyze, and evaluate arguments….”Critical Thinking Outcome #2 (“Develop
well-reasoned arguments”)Written Communication Outcome #1
(“Produce coherent texts within common college-level written forms”)
Implications for Information Management?
ADVANTAGES Student Artifacts Much Richer and More
Complex Inherently Value-Added Nature of CLA Controls for Students’ Incoming Ability Provides Information on Multiple
Learning Outcomes Implications for Faculty Workload (for
Administration and Scoring) Student Engagement/Interest
CHALLENGES Recruitment of Students (and
Implications for Representativeness of Sample)
Student Participation and Motivation Relevance to Classroom Scheduling of Computer Labs Staff Time and Effort
CAMPUS RESPONSES: BUFFALO STATE COLLEGE
Recruitment of Students and SamplingFreshmen and seniorsDirect recruiting compared to faculty
recruiting Student Participation and Motivation
Scheduling$$$
Relevance to ClassroomClosing the loop
Scheduling of Computer Labs
CAMPUS RESPONSES: SUNY ONEONTA
Student Recruitment and SamplingPreparation of sampling plan for CAEAssuring comparability between sample and
other students Student Participation and Motivation
Reliance on academic departmentsEmphasis to students on benefits to institution,
programs, and themselves Relevance to Classroom
Provision of individual student results to programs
“CLA in the Classroom” initiative