Teaching Skills Assessment Through SelfReflection For Outcomes Assessment

1
Teaching Skills Assessment Through
Self-Reflection For Outcomes Assessment

• Some Journalism School Experiences

2
Objectives

• Address concerns in outcomes assessment issues.
  
• Address how outcomes assessment helps results.
• Discuss lessons learned implications.

3
Micro Issue Reporting

• Definition Skill or Art?
• Editors, stories vary
• Teach multi-skills, simultaneously
• What actually is being learned?
• What is/are the objective(s)?

4
Macro Issue J School Alignment

• Whats the schools mission?
• What courses teach what skills?
• Where does reporting fit in food chain?
• What wheels dont need reinventing?
• Checking the
  fit

5
The Results Before . . .

• COURSE DESCRIPTION AND GOALS The course develops
  news-gathering skills and journalistic values.
  Specifically, well study news, how to evaluate
  it and develop the requisite skills. Our specific
  goals for you by course's end
• Proficiency in searching for and accessing
  sources.
• Proficiency in interviewing sources and
  assessing them for story value.
• Proficiency in journalistically consolidating,
  organizing and communicating information gathered
  from sources.
• Proficiency in critically self-editing your
  writing and in taking and using constructive
  criticism.
• . Proficiency in reflective processing and
  in thinking like a reporter

6
Results After!

• COURSE DESCRIPTION AND OBJECTIVES The course
  develops news-gathering skills and journalistic
  values. At the end of the course, students will
  be able demonstrate their ability to
• Obtain pertinent sources and information by
  providing two-thirds to three-fourths of such
  sources/information (as identified by the
  teaching assistant, henceforth know as ITA) in
  each completed story, as well as successful
  completion (score of 70 or more) of
  record-searching assignments.
• Assess source value via appropriate placement
  (ITA) of such sources in each story.
• Reflectively process by completing three
  reporting concept maps, each more complex than
  its predecessor.
• Behave like a professional reporter (as
  identified via review by random sources) and
  develop additional listening/attendance skills
  (as measured by class/lab attendance and class
  discussion).
• Integrate the above goals via a well-written,
  stylistically acceptable, well-reported news
  story and progress reports that indicate
  appropriate story development and interest (both
  ITA).
• Comprehend reporters social roles and
  responsibilities by verbal and written discussion
  of same as outlined in the leading text on the
  subject.

7
Reflection Reports

• After completing Story1, please answer each of
  the following questions
• a. How do you feel about the story you just
  submitted?
• b. What went well about it? What didn't go well
  and why?
• c. What did you learn about reporting and the
  reporting process?
• Post-Story 2 Reflection Report Assignment Answer
  the following questions fully.
• a. What did you take away from your Story 2
  experience that was different than what you
  learned from Story 1?
• b. What reporting skill do you still consider to
  be a weakness, even after Story 2, and why?
• c. What can you add to Story 3 (the smoking ban
  story) by using lateral thinking that you
  didnt use or add to Story 2?

8
Grading

• A new utilization for an old tool
• Concept maps
• Progress reports

9
Insights/Implications

• Old wine in new bottles
• no new wheel needed
• Benchmarks help you improve
• everythings measurable
• Add meaning to your grading
• Better teaching will result
• Context added to class
• Students can finally see the forest
• Curriculum comes alive
• You care more beyond your course