Transcript Improving Student Learning and Capturing Evidence

Improving Student
Learning and Capturing
Evidence
Day of
Assessment
May 30, 2014
8:30 am - 12:30
UCEN-258
Dr. Rebecca Eikey
Paul Wickline
Purpose
• How do you know your courses are aligned to
the program goals? Or that the program goals
align with the courses?
• How does the sequencing of the courses affect
the program?
• Are you interested in learning about Signature
Assignments -- what they are and how can they
be used to assess student learning?
• Would you like to make your course assignments
more meaningful and authentic?
Introduction to Alignment
• Create a crosswalk to align Course SLOs with
Certificate/Degree (Program) SLOs and
Institutional SLOs.
• Identify which courses map to which
degrees/certificates.
• Review the current Program SLOs:
• Do they assess the most essential skills and abilities
(i.e. “outcomes”) expected of the students completing
the program?
• Are all of the courses in the certificate/degree
represented in the current Program SLOs?
SAMPLE CROSSWALK
Description
SLOs
PSLO1 (CurricUNET): Demonstrate a basic level of competency as a performer or technician
Theatre Arts for (stagecraft, make-up design, costume construction or stage lighting technology) performing
Transfer Degree the duties of either in a realized production.
(1)
PSLO2 (CurricUNET): Analyze and critique dramatic literature and/or performance.
Theatre - Degree PSLO (CurricUNET): Students will demonstrate performance techniques and proficiency in one
(2)
or more technical area.
*PROPOSED / REVISED Program SLOs:
*PSLO1 (Curricunet): Demonstrate application of performance skills required for a transfer-level theatre
program.
*PSLO2 (Curricunet): Analyze and interpret dramatic literature and performance from the standpoint of a
designer, performer, director, playwright or critic.
*PSLO3 (Curricunet): Demonstrate proficiency in one or more technical area.
Theatre
Performance - PSLO (CurricUNET): Demonstrate advanced performance techniques.
Degree (3)
ISLO1 (Humanities and Fine Arts): Analyze and appreciate works of philosophical, historical,
literary, aesthetic, or cultural importance. (Lecture-based courses)
ISLOs
ISLO2 (Humanities and Fine Arts): Demonstrate aesthetic understanding or artistic expression
through disciplined-defined proficiencies in a chosen area or focus in Arts and Humanities .
(Lab/Studio courses)
COURSE
SLOs
PSLO
DEGREE
ISLO
Formulate career goals as a
performer in the entertainment
THEATR 060
industry and develop a plan to meet
them.
THEATR 061
COMMENTS
Course does not currently
map to a PSLO or DEGREE
Lecture: Analyze scripts for stage,
film and television.
2.1,
*2.
1 3.1
*2.
2
2
3
Lab: Demonstrate effective
auditioning techniques for stage,
television and film.
2.1 3.1
2
3
*= Proposed PSLO
Demonstrate the function and
obligation of being a member of a
THEATR 100
live theatre audience and displaying
basic theatre etiquette.
HFA
1
Analyze and evaluate actors’
performances and the contributions
of the director and designers
through experience of live
performance.
HFA
1
Differentiate between the aspects
and components of live theatrical
presentations and recorded
presentations.
HFA
1
DISCOVERY MADE…
Performance Degree: PSLO = Demonstrate advanced performance techniques.
COURSE
SLOs
Lecture: Evaluate all
forms of scenic
THEATR drawings and create
construction
120
drawings for basic
scenic units.
Lab: Demonstrate
proper use of scene
shop tools and
equipment and
create and maintain
a safe and efficient
working
environment within
a scene shop.
PSLO
DEGREE
ISLO
COMMENTS
?
?
1.1 *2.3 1 2 3
?
?
* = Proposed
PSLO,
Need to include
technical PSLO in
performance
degree.
?
?
1.1 *2.3 1 2 3
?
?
*= Proposed
PSLO,
Need to include
technical PSLO in
performance
degree.
Analysis of Alignment
• From ACCJC’s 2014 Annual Report:
36. “Please discuss alignment of student learning outcomes at
your institution, from institutional and course to program level.
Describe your activities beyond crosswalking or charting all
outcomes to courses in a program (often called “mapping”), to
analysis and implementation of alignment in the planning of
curriculum and delivery of instruction. Discuss how the
alignment effort has resulted in changes of expected learning
outcomes and/or how students’ program of study have been
clarified. Note whether the described practices apply to all
instructional programs at the college.”
How do we know what the
students know?
• What are the proficiency levels for the courses in your program?
What do you expect students to master?
• Are there capstone experiences or activities within the courses? If
so, identify them.
• What is the difference between the 100- vs 200- level courses in
your program? Does the numbering system for the courses seem
logical for students?
• Do the assessment methods currently used in the courses reflect
higher order critical thinking skills that require students to
demonstrate deep understanding of the material (as opposed to
factual recall)?
How do we know what the
students know?
• How does the sequencing of the courses help students successfully
complete the program and/or certificate/degree requirements?
• Which courses within your program are needed for CSU and/or
IGETC transfer requirements?
• Are the Program SLOs written in a manner that students will
understand? Do they capture the essence of the learning goals in
the courses required of the degree/certificate?
• How do (or would) you assess the Program SLOs?
• Are there other activities in which the department is involved that
showcase student learning? Might these activities be used to assess
Program SLOs?
Signature Assignments
• What are signature assignments?
• How are signature assignments designed?
What are Signature Assignments?
• An assignment that best displays the knowledge or
skills essential to the learning outcomes of a course.
Other coursework should build toward the
completion of the course 'signature' assignment.
• Signature assignments have the potential to help us
know whether student learning reflects “the ways of
thinking and doing of disciplinary experts.”
• A generic task, problem, case, or project that can be
tailored or contextualized in different disciplines or
course contexts (can be collaboratively designed).
Characteristics for Success
• Course-embedded assessment
• Well aligned with Learning Outcomes
• Authentic in terms of process/content and
“real world” application
• Include student reflection component
• Collaboratively designed by faculty
Examples of Signature
Assignments
• Salt Lake Community College (SLCC)
• Political science class: students analyze campaign
finance data and write papers about recent
elections in Utah.
• Quantitative reasoning class: students analyze
arguments they’ve found on TV or the Internet
for logical fallacies, making diagrams to help map
the process.
Examples of Signature
Assignments
• Salt Lake Community College (SLCC)
• Composition class: students write papers in
different genres—such as a position paper, a
review, and a memoir—all on the same chosen
topic.
• Mathematics class: students acted as potential
car buyers and calculated how different interest
rates affect the amount of money spent.
Examples of Signature
Assignments
• For their general education outcomes
• Faculty freedom to create the signature
assignments, but with the following guidelines:
• address at least two learning outcomes
• include student reflection
• demonstrate a real world, not theoretical, application
of disciplinary knowledge
Examples of Signature
Assignments
• Any of the following--when accompanied with
student reflection:
• Essays, response papers, lab reports or research papers that tap
discipline-specific knowledge and apply theory or data
• Solution to a realistic math problem that asks students to write
about the process of solving the problem, the relevance of the
problem, and/or the application of the problem solving skill to
other issues or areas of life.
• Photos, graphics, or three-dimensional artwork created for
display and critique
• Service-learning or field study experiences
• Poetry, fiction, pamphlets, posters, and other forms of writing
which address discipline knowledge and critical thinking
• Products of group projects that are based in real world scenarios
How to Design?
1. Select a SLO for the course.
2. What does the course require students to
demonstrate? How does this match to the SLO?
3. What current embedded course work that could
be used as a signature assignment?
4. Could a new assignment be developed for use as
a signature assignment?
How to Design?
5. Use the AAC&U Value Rubrics to guide
discussion and examination of potential
signature assignments.
 Does the assignment require high order critical
thinking and application of knowledge?
 Is it real world based?
 What are the guidelines for the assignment?
 Are the major components in the assignment
matched to the SLOs?
6. Create a common rubric for evaluating.
Value Rubrics: 15 Aligned to LEAP Outcomes
WRAPPING UP
•Sharing Out
•Next Steps