Implementing an Ability Based Education System Colleen Keyes Dean of Academic Affairs Dr. David England Director of Institutional Effectiveness. Ability Based Education. Mandates from: New England Association of Colleges and Schools Connecticut Department of Higher Education.
Dean of Academic Affairs
Dr. David England
Director of Institutional Effectiveness
New England Association of Colleges and Schools
Connecticut Department of Higher Education
Institution wide commitment to collaboratively identified Abilities (general education outcomes), and Developmental Levels of mastery of each Ability, needed for effectiveness in the worlds of work, family, and civic community
Explicit and direct connections are made between Developmental Levels of Abilities and course syllabi, assignments, and assessments as well as program requirements so that students understand the interrelated and progressive nature of the curriculum and that they are responsible for their own ongoing learning
The formal requirement that students develop specific Abilities in one course context and then apply them to the subject matter of other courses encourages every student in the college to transfer learning independently because the explicit expectation makes every student aware of the possibility
Assessment is viewed as developmental rather than high stakes and as a public activity with results shared openly and used for continuous improvement of the curriculum and student outcomes
Effectively uses, accesses, and evaluates information.
Level 1: Determines the nature and extent of the information needed.
Level 2: Accesses needed information effectively and efficiently.
Level 3: Evaluates information and its sources critically and incorporates selected information into student’s own knowledge base and value system.
How do we know the instruments we’re designing are valid?
To validate means that learning outcomes being assessed and the assessments must be:
Gen. Ed., Institutional & Student Success
Internal Environmental Scan
General Education, Institutional and Student Success Outcomes and Work Group and Task Force Results report
based on needs identified in outcomes review (multiple steps)
Proposals based on Action Plans.
Academic Assessment Planner and Director of Institutional Research prepare report on General Education, Institutional and Student Success Outcomes and Work Group and Task Force Results.Data Driven Planning
Outcomes and Data
Percent under 20 years of age:
Fall 2001 - 51%
Fall 2002 - 60%
Fall 2003 - 65%
Fall 2004 - 68%
Fall 2005 - 73%
Fall to Spring Retention Rate by Skill Deficiency:
One ▲ 71% - 79%
Two ▲ 71% - 85%
Three ▲ 69% - 81%
Total ▲ 71% - 82%
First Year Mean GPA by Skill Deficiency:
None ▼ 2.80 – 2.52
One ▼ 2.45 – 2.30
Two ▲ 2.26 – 2.64
Three ▲ 2.06 – 2.31
Age < 25
One Skill Deficiency
Two Skill Deficiencies
Three Skill Deficiencies
GPA < 2.0