Zen and the Art of Analyzing Data in the Classroom

1. Zen and the Art of Analyzing Data in the Classroom Teresa Isbell - Dean, Planning, Research & IE, El Centro College Deva Arumugam - Director, QEP, El Centro College Outcomes & Assessment Conference North Texas Community College Consortium, October 18, 2013

2. Zen A school of thought “that asserts that enlightenment can be attained through meditation, self-contemplation, and intuition…” (www.thefreedictionary.com)

3. Basic Instructional Model

4. Reflection • Observation – students/classroom • Alignment – syllabus + classroom instruction + measurement • Results – student performance

5. Remember: • Communication in the classroom occurs in both directions.

6. Learning Outcome or Goal • “Learning outcomes. . .are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience.” (Suskie, 2004, p. 75).

7. Assessment • Establishing clear, measurable expected outcomes of student learning. • Ensuring that students have sufficient opportunities to achieve those outcomes. • Systematically gathering, analyzing, and interpreting evidence to determine how well student leaning matches our expectations. • Using the resulting information to understand and improve student learning.

8. Questions to Keep in Mind • Am I giving students feedback on this learning objective and when? • How can I improve student success on the learning objective?

9. Why Bother? • Provides information on the learning occurring in the classroom. • Helps identify student strengths and weaknesses. • Results can be used to modify pedagogical (andragogical) practices. • Provide documentation to support changes to the curriculum or requests for additional funds in support of learning (Institutional effectiveness)

10. Tool Box • Item analysis • Does the question adequately measure what you want it to measure? • Does the question consistently deliver the same results? • Is the question well structured? • Does the question help me diagnose gaps in student knowledge/skills? • Does the question aid in instructional improvement?

11. Tool Box • Student Reflection • One-minute papers (Cross, Tinto) • Classroom activities

12. Tool Box • Using Bloom’s Taxonomy effectively • Basic Knowledge - recall • Understanding – not only recall but also explain • Application – apply a concept to solve a problem or to understand a similar situation • Analysis – dissect and critically examine an issue or concept • Synthesis – utilize and reformulate knowledge to explain a new situation • Evaluation – discern and differentiate with authority

13. A Few Thoughts on Grades • Grading and assessment criteria may be different. • Grading standards may be vague or inconsistent. • Grades along may not provide enough information on student strengths and weaknesses.

14. A Few Thoughts on Grades • Grades do not reflect all the learning experiences. • Grades do have their place and can be used in assessment if they are appropriately linked to learning outcomes. • BTW: grade distributions and Ws

15. Analyzing Results Results Over Time Comparisons

16. Analyzing Results • Why Bother? • Provide documentation to support changes to the curriculum or requests for additional funds in support of learning (Institutional effectiveness)

17. Resources • Suskie, L. (2004). Assessing student learning: A common sense guide. Bolton, MA: Anker Publishing Company, Inc.