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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.

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Implementing an

Ability Based

Education System

Colleen Keyes

Dean of Academic Affairs

Dr. David England

Director of Institutional Effectiveness


Ability based education
Ability Based Education

  • Mandates from:

    New England Association of Colleges and Schools

    Connecticut Department of Higher Education


Ability based education1
Ability Based Education

  • Faculty concerns about use of the Collegiate Assessment of Academic Progress (CAAP)

  • Choice to develop and use a faculty designed assessment system



Alverno model
Alverno Model

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


Alverno model1
Alverno Model

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


Alverno model2
Alverno Model

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


Alverno model3
Alverno Model

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


Ability based education3
Ability Based Education

  • Five Year Project

    • Determine General Education Abilities and Levels

    • Develop rubrics for assessing each ability and level

    • Distribute the abilities throughout the curriculum

    • Design standardized assessments within each department

    • Determine a method for collecting assessment results electronically

    • Review results and calibrate/revise assessments and/or curriculum as appropriate


Ability based education4
Ability Based Education

  • General Education Abilities and Levels

    • Abilities vs. Outcomes

    • Drafted by a representative group of respected faculty

    • Distributed to departments for comment

    • Finalized

    • Approved by the college’s governance process


Ability based education5
Ability Based Education

  • Information Literacy

    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.


Ability based education6
Ability Based Education

  • Develop rubrics for assessing each ability and level

    • Appoint an “Ability Group” for each Ability

    • Ability Assessment Team consists of the chairs of each group

    • Limited but substantive feedback from all faculty


Ability based education7
Ability Based Education

  • Distribute the abilities throughout the curriculum

    • Three disciplines/programs begin the process each year

    • Two coaches with reassigned time for each discipline/program

    • Which abilities attached to which courses (sequential)?

    • Also revise course and program abilities

    • One year for design; one year for implementation


Ability based education8
Ability Based Education

  • Distribute the abilities throughout the curriculum

    • Ability Assessment Team (AAT) reviews the matrix that evolves as abilities are attached to courses

    • For each Associate Degree, students should be assessed in every ability through Level Two

    • AAT works with each department to add and/or rearrange ability assessments as necessary


Ability based education9
Ability Based Education

  • Design standardized assessments within each department

    • E-Portfolios

    • Capstone Projects

    • Embedded Assignments

    • Simulations

    • Internships and service projects

    • Performance on a case study

    • Locally developed tests

    • Video taping


Ability based education10
Ability Based Education

How do we know the instruments we’re designing are valid?


Alverno model4
Alverno Model

To validate means that learning outcomes being assessed and the assessments must be:

  • Carefully thought out

  • Systematically designed

  • Subjected to rigorous reasoning

  • Constantly evaluated

  • Contextually credible

  • Revised re student performance outcomes

  • Reviewed for consequences


Ability based education11
Ability Based Education

  • Determine a method for collecting assessment results electronically

    eLumen Software

    • Designed to maintain and organize outcomes assessment data

    • Available on campus network for faculty to enter assessments


Ability based education12
Ability Based Education

eLumen Software


Ability based education13
Ability Based Education

eLumen Software


Ability based education14
Ability Based Education

eLumen Software


Ability based education15
Ability Based Education

eLumen Software


Ability based education16
Ability Based Education

  • Review results and calibrate/revise assessments and/or curriculum as appropriate

    • What can be done to better develop the abilities with which students are struggling?

    • Is there consistency in the assessments across departments and courses?

    • What % of graduates meet standards on all abilities?


Ability based education17
Ability Based Education

  • Creates productive interaction between faculty about LEARNING

  • Consistent expectations of students

  • Helps students understand the practical application of learning

  • Helps students understand the need to demonstrate abilities throughout the curriculum (preparation for advanced courses)


Data driven planning

Strategic and Operational Planning System

External

Environmental

Scan

Every

Three

Years

Review of

Mission &

Vision

Statements

Review of

Gen. Ed., Institutional & Student Success

Outcomes

Internal Environmental Scan

1

2

3

4

5

6

Review of

General Education, Institutional and Student Success Outcomes and Work Group and Task Force Results report

Identify

Strategic

Initiatives

based on needs identified in outcomes review (multiple steps)

Work

Groups Propose

Action

Plans

Budget

Requests &

Strategic

Initiative

Project

Funding

Proposals based on Action Plans.

Implement

Plans

Work

Groups

& Task

Forces

Assess

Results

President

appoints

Task

Forces

if needed

7

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

Operational

Planning

Steps

Strategic

Planning

Steps

Every

Year


Data driven planning1
Data Driven Planning

Institutional Effectiveness

Outcomes and Data

  • Retention, course completion, transfer, graduation, and enrollment data by student characteristics and program

  • PACE and SACE surveys

  • Service Satisfaction Survey

  • Labor Market data


Data driven planning2
Data Driven Planning

Percent under 20 years of age:

Fall 2001 - 51%

Fall 2002 - 60%

Fall 2003 - 65%

Fall 2004 - 68%

Fall 2005 - 73%


Data driven planning3
Data Driven Planning

Fall to Spring Retention Rate by Skill Deficiency:

F04 F05

One ▲ 71% - 79%

Two ▲ 71% - 85%

Three ▲ 69% - 81%

Total ▲ 71% - 82%


Data driven planning4
Data Driven Planning

First Year Mean GPA by Skill Deficiency:

F04 F05

None ▼ 2.80 – 2.52

One ▼ 2.45 – 2.30

Two ▲ 2.26 – 2.64

Three ▲ 2.06 – 2.31


Data driven planning5
Data Driven Planning

  • At-Risk Student Characteristics:

    Age < 25

    Male

    Hispanic/Black

    One Skill Deficiency

    Two Skill Deficiencies

    Three Skill Deficiencies

    GPA < 2.0


Strategic initiative funding
Strategic Initiative Funding

Projects that:

  • Increase the enrollment and/or retention of Hispanics, part-time students 25-45, economically disadvantaged students, potential students from affluent towns

  • Improve course completion rates in developmental and first year math and English courses

  • Improve student absenteeism and responsibility

  • Meet the special needs of developmental students


Strategic initiative funding1
Strategic Initiative Funding

Projects that:

  • Improve graduation and transfer rates

  • Improve fall to fall retention

  • Support and/or advance the assessment of General Education Abilities

  • Improve collaboration and cooperation between two or more departments


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