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Helping students know what they know. Involving students in assessment. Presenter. Director of Learning Outcomes and Assessment Hutchinson Community College Hutchinson, Kansas. Dr. Martha S.M. Robertson [email protected] Objectives .

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helping students know what they know

Helping studentsknow what they know

Involving students in assessment

presenter
Presenter
  • Director of Learning Outcomes and Assessment
  • Hutchinson Community College
  • Hutchinson, Kansas
objectives
Objectives
  • To describe Hutchinson Community College’s plan to integrate learning assessment to all units.
  • To outline how HCC plans to increase awareness among all stakeholders, including students, of assessment as a means to strengthen learning and increase success.
  • To identify ways to incorporate assessment into the culture of the institution.
knowing what they know
Knowing What They Know

The third circle from the inside is where learning takes place.

  • Spending time on the inner circle is a waste of time.
  • Spending more than a brief period on the second circle produces little benefit.
  • Spending time on the fourth circle, other than trying to move students into the third circle is not productive.

Don’t know they don’t know

Know they don’t know

Don’t know they know

Know they know

slide5

Who should assess?

  • Why should they assess?
  • What should they assess?
  • How should they assess?
  • Who should use assessment?
  • Why should they use assessment?
  • What assessment should they use?
  • How should they use assessment?
the assessment plan

The assessment plan

Is it good for students?

slide7

What percent of the upper-level administrators at your institution has each of the following attitudes about assessment to improve student learning and success?

  • Fully committed
  • Willing to comply
  • Resistant
  • Dead set against
  • Completely ignorant
demands for assessment
Demands for Assessment
  • External
    • Public
    • Accrediting Agencies
  • Internal
    • Administrators
    • Faculty
    • Students
slide9

What percent of the faculty at your institution has each of the following attitudes about assessment to improve student learning and success?

  • Fully committed
  • Willing to comply
  • Resistant
  • Dead set against
  • Completely ignorant
assessment requirements
Assessment Requirements
  • Public
    • Easy to access and interpret.
  • Accrediting agencies
    • Specific student learning outcomes using reliable, valid sources that produce consistent data.
  • Administrators
    • Not time-consuming to administer and grade, that are easily collected and stored, and that are low in cost.
  • Faculty
    • Academic freedom, autonomy in the classroom, freedom from mandates that take time away from instruction.
  • Students
    • Not concerned other than how affects grade.
slide11

What percent of student affairs personnel at your institution has each of the following attitudes about assessment to improve student learning and success?

  • Fully committed
  • Willing to comply
  • Resistant
  • Dead set against
  • Completely ignorant
assessment plan goals
Assessment Plan Goals
  • Balanced
  • Address diverse interests of various stakeholder groups
  • Unobtrusive as possible
  • Useful to all concerned.
slide13

What percent of students at your institution has each of the following attitudes about assessment to improve student learning and success?

  • Fully committed
  • Willing to comply
  • Resistant
  • Dead set against
  • Completely ignorant
assessment options
Assessment Options
  • Course grades
    • Not acceptable to government and accrediting agencies
  • Nationally recognized, standardized test
    • Not acceptable to administration because of cost
  • Locally developed test
    • Not acceptable to faculty because of the additional time required to administer and grade
student learning outcomes
Student Learning Outcomes
  • Institution-wide
    • Critical Thinking
    • Accessing Information
    • Communicating
      • Writing
      • Speaking
    • Demonstrating Interpersonal Skills
  • Program
  • Course
  • Non-Academic
before assessment
Before Assessment
  • Outcomes
  • Assessment methods
  • Method of evaluating student performance
  • Required level of achievement
documenting assessment
Documenting Assessment
  • Course Matrix
    • Example
  • Program Curriculum Map
    • Example
  • Institution-Wide Matrix
    • Example
  • Reporting Instrument
    • Example
knowing what they know1
Knowing what they know
  • After assessment
    • Upload assessment and faculty and professional staff evaluation to electronic portfolio
  • After reflection
    • Reminder to review and reflect on portfolio artifacts by advisor each semester
  • After graduation
    • Review and reflection on program and/or institution-wide outcomes
students role
Students’ Role
  • College can gather assessment information without students’ being aware that they are participating in a process to assess their achievement of learning outcomes
  • Information is richer and more meaningful when students are active participants in the process.
developing awareness
Developing Awareness
  • Placement Assessment
    • Reading
    • Writing
    • Mathematics
  • College Orientation
    • Learning Styles
    • Study Skills
  • Intrusive Advising
involving students
Involving Students
  • Assess prior knowledge
    • Classroom Assessment Techniques
  • Identify learning outcomes
    • Syllabus
  • Outline how outcomes will be assessed
    • Syllabus
  • Relate how performance will be evaluated
    • Key, Checklist, Rubric
  • Encourage self reflection
    • Portfolio
discussing assessment
Discussing Assessment
  • ED105 : Success Seminar/College Orientation
    • Discussion of Assessment
    • Introduction to electronic portfolio
  • Individual Courses
    • Syllabus
    • Course Outcomes Matrix
    • Reminder on electronic portfolio
  • Program Advisors
    • Review of portfolio
metacognition
Metacognition
  • Critically examining one’s strategies
  • Evaluating the effectiveness of one’s work
  • Revising one’s thinking or work when self-examination so warrants
  • Putting together what one has learned into a coherent whole
portfolios
Portfolios
  • Course level
    • Assessment instruments
    • Instructor feedback on assessment
    • Student response
  • Program level
    • Artifacts
    • Reflection
  • Institution-wide level
    • Artifacts
    • Reflection
electronic portfolio
Electronic Portfolio
  • ANGEL
    • A New Global Environment for Learning
  • All courses Web supported
    • Outcomes
    • Assessment Assignments
    • Grades
    • Feedback
  • Upload to ANGEL e-portfolio
eportfolio evaluation
ePortfolio Evaluation
  • Random Sample
  • Rubrics
    • Thinking Critically
    • Accessing Information
    • Communicating
      • Speaking
      • Writing
    • Demonstrating Interpersonal Skills
  • Norming the raters
results
Results
  • Common Language
  • Consistency
  • Flexibility
  • Autonomy
  • Improved Communication

Academic Affairs

Student Affairs

Operational Affairs

Students

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