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Paradise Valley Community College

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L.O.s as an Institute focus. Produce plans and products to implement in Fall 2004. ... Focus on group performance. ... of a customer focused organization. ... – PowerPoint PPT presentation

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Title: Paradise Valley Community College


1
Paradise Valley Community College
  • 2004 Summer
  • Assessment Institute

2
Our Goals
  • Select one or two PVCC Gen. Ed. L.O.s as an
    Institute focus.
  • Produce plans and products to implement in Fall
    2004.
  • Plan to report results at a January 2005 Learning
    Week session.

3
Overall Institute Agenda
  • M Plenary Session Introduction/Project teams
  • T Project teams work
  • W Plenary Progress Reports/Project teams
  • Th Project teams work
  • F Project Teams work/ Plenary Session Planning

4
Mondays Agenda
  • Plenary Session, 900-1200 P.M.
  • Orientation/Introductions
  • Review of College Assessment Initiative
  • Course Competencies/Course Outcomes/Gen Ed L.O.s
  • Answer the Q Which Gen Ed L.O.s do our
    projects most clearly support?
  • How can we accomplish both our project goals and
    the promotion of a college level Gen Ed L.O.?
  • Assessment Methods
  • Project teams, 100-300 P.M.
  • Begin working on plans

5
Institute Participants
6
What characterizes a Learning Centered College?
  •  Learning outcomes have been identified and made
    explicit.
  • Learning outcomes serve as the centerpiece for
    program and curriculum development.
  • Learning outcomes are measured for the purpose of
    intervention, remediation and continuous
    improvement.

7
What is Assessment?
  • Assessment is an ongoing process aimed at
    understanding and improving student learning. It
    involves making our expectations explicit and
    public setting appropriate criteria and high
    standards for learning quality systematically
    gathering, analyzing, and interpreting evidence
    to determine how well performance matches those
    expectations and standards and using the
    resulting information to document, explain, and
    improve performance.
  • --Cal State Long Beach
  • http//www.csulb.edu/7Esenate/assessment/assessme
    nt_glossary.htmlprocess

8
Evaluation vs. Assessment
  • Purpose primarily Formative.
  • Purpose primarily Summative.
  • Focus on group performance.
  • Focus on individual performance.
  • Helps instructors/ dept/ school know how they and
    students performed.
  • Helps individuals know how they performed.
  • Results in a plan for improvement.
  • Results in a grade for the activity or course.
  • Always used for improvement of instruction/
    learning.
  • May or may not be used for improvement of
    instruction/ learning.

9
Students completing the MCCCD General Education
Curriculum should be able to
  • Access, evaluate, analyze, synthesize, and use
    information wisely.
  • Communicate effectively personally, socially, and
    professionally.
  • Think critically, make informed decisions, solve
    problems, and implement decisions.
  • Use technological resources appropriately, and
    productively.
  • http//www.dist.maricopa.edu/academic/curric/cphb/
    gs/gsinfo.html

10
Where are we with Assessment?
  • Review of 5-year plan
  • Review of course-mapping and its relationship to
    PVCC Gen L.O.s
  • Whos been doing what, related to what L.O.s
  • Where we need to go (Institutional level
    assessment)

11
PVCC Gen. Ed. Learning Outcomes
http//www.pvc.maricopa.edu/AI/outcomes.html
(Core Outcome Critical Thinking)
  • Communication
  • Listening
  • Reading
  • Speaking
  • Writing
  • Information Literacy
  • Problem Solving
  • Technology

12
MCCCD The student will be able to Communicate
effectively personally, socially, and
professionally.
PVCC The student will be able to listen with
critical comprehension.
  • receive the speakers purpose and organization of
    ideas and information
  • discriminate between statements of fact and
    statements of opinion
  • distinguish between emotional and logical
    statements
  • detect bias and prejudice

(Whos measuring these and where should they be
taught/measured?)
13
Whos teaching listening?
  • 208 Gen Ed courses analyzed
  • 110 have listening skill as a potentially
    significant part
  • 21 actually list some type of listening
    competency.

14
Whos teaching listening?
15
How are learning outcomes different from course
competencies?
  • Learning outcomes are statements that specify
    what learners will know or be able to do as a
    result of a learning activity. Outcomes are
    usually expressed as knowledge, skills, or
    attitudes.
  • Phillips, Louis. The Continuing Education Guide
    the CEU and Other Professional Development
    Criteria. /Hunt Publishing Co., 1994
  • http//www.allnet.org/prodev/outcomes

16
How are Maricopas learning outcomes different
from its course competencies ?
  • Competencies are statements which describe
    skills or knowledge students are expected to
    possess as a result of completing the course
    successfully.
  • --MCCCD Curriculum Procedures Handbook
  • MCCCD competency for ENG 061 Basic Writing
    Skills 3
  • Generate writing that demonstrates one main
    focus with specific details by following the
    steps in the writing process.

17
MCCCD competencies suggest general outcomes but
are not specific measures
  • ECE103  Engineering Problem Solving and Design
  • Describe the role of engineers and the role of
    the engineering profession in today's society.
  • Demonstrate critical, sympathetic, and creative
    listening skills.

18
MCCCD competencies suggest general outcomes but
are not specific measures
  • CIS102   Interpersonal and Customer Service
    Skills for IT Professionals
  • Identify and describe the key components of a
    customer focused organization.
  • Develop listening and oral communication skills.

19
Learning Outcomes get specific
  • Learning outcomes have three distinguishing
    characteristics the specified action by the
    learner must be
  • observable,
  • measurable, and
  • done by the learner.

20
How do you write a measurable learning outcome
statement?
  • Use an action verb to specify what the student
    will have to do to demonstrate the competency.
  • State the conditions under which s/he will
    demonstrate competency.
  • State the criteria for competency.
  • Two websites that can offer help
  • http//www.stedwards.edu/cte/resources/learningout
    .htm
  • http//www.catl.uwa.edu.au/online/outcomes.html

21
From General to SpecificThe student will be
able to
  • General PVCC Critical Thinking Outcome
    evaluate information, materials, and numerical
    and/or graphical data by drawing inferences
  • Math Department L.O. . ..analyze information
    and solve problems in complex, real-world
    situations.
  • Related Course Competency for MAT 102
    ...summarize, interpret, and use graphs to
    display statistical data.
  • Specific measurable activity describe a
    trend indicated in a chart or graph and make
    predictions based on that trend.

22
From General to SpecificThe student will be
able to
  • General PVCC Writing Outcome The student
    will be able to communicate in writing his / her
    ideas in an organized manner using an appropriate
    rhetorical strategy.
  • Related Course Competency for ENG 061
    Generate writing that demonstrates one main
    focus with specific details by following the
    steps in the writing process.
  • Specific measurable activity When
    provided with a general topic, the student will
    be able to write an introductory paragraph with a
    clearly focused specific topic sentence and three
    supporting detail sentences.

23
The outcome assessment
A lesson-specific PTA that relates back to the
measurable course outcome and back to the PVCC
Gen Ed outcome.
  • 2 Meets standard
  • 1 Needs improvement
  • 0 Does not meet minimum standard
  • _____ Thesis Main Idea is clearly presented.
  • _____ Supporting Details Main idea is fully
    developed with appropriate support (facts,
    examples, analysis, etc).
  • _____Focus Paper contains a single focus/major
    point of discussion and does not wander or give
    unnecessary or extraneous details.
  • _____Coherence Logical progression of ideas
    using transitions and key words.
  • _____Mechanics Correct use of spelling, grammar,
    punctuation, capitalization, word choice, and
    sentence structure.
  • _____ Style Awareness of audience, appropriate
    language, originality of ideas.

24
Strategic Question
  • Though all of the PVCC Gen Ed L.O.s are
    important, which one, or two, strategically,
    should we focus on?

25
Strategic Questions
  • What seems critical to us as an institution?
  • Is there a way to prioritize our Gen Ed L.O.s?
  • Which L.O.s most obviously cut across the most
    courses?
  • Which FTSE leaders have which L.O.s at their
    core?
  • Have we neglected a particular L.O.?
  • Which two or three, in which order, should we
    pursue?

26
One Strategic Answer--Strategic Agreement
  • Our PVCC Gen Ed Learning Outcomes reflect what is
    truly important for us to accomplish with our
    students.
  • We all share responsibility in helping our
    students accomplish those outcomes.
  • We share responsibility for assessing those
    outcomes in meaningful ways, both at the course
    and institutional levels.

27
Project Team Questions
  • How can our project/plan advance an overall
    institutional initiative?
  • How can what we do with our project be
    transferred to other courses/disciplines?

28
How can we advance the goal of Institutional
Assessment?
  • Establish measurable L.O.s that generalize across
    disciplines.
  • Develop assessment instruments that can be used
    with little or no adaptation in several
    disciplines.
  • Track individual students across those diverse
    disciplines and measure at key points/times.

29
Writing Across the CurriculumIndividual and
Institutional
  • Assess/survey writing practices across campus.
  • Analyze writing assignments.
  • Develop generic PTAs and streamlined style
    guides for disciplines.
  • Pilot in several disciplines.
  • Expand the conversation.

30
The PTA a prime assessment tool.
  • Versatile can be created in virtually any
    discipline to measure performance.
  • Easy to develop and understand.
  • Useful to both teacher and student
  • Makes L.O. explicit to student shows where he
    was strong/weak basis for assignment grade.
  • Can be used for grading individuals as well as
    assessing whole class.

31
The PTA a prime assessment tool.
  • Can be applied at all levels institutional,
    division, department, course, class, specific
    assignment.
  • Can reduce between-instructor variance across
    multiple instructors and course sections.
  • PTA Example from PVCC Math
  • http//www2.pvc.maricopa.edu/ms/math/rubric.html

32
More PTA Examples
  • A really good explanation of PTAs and their
    value
  • http//www.assessment.gatech.edu/eReports/slide20
    shows/Using20the20Grading20Process20for20Asse
    ssment.pdf
  • Scientific paper http//www.siue.edu/deder/assess
    /cats/rubex.html
  • Dental Hygiene
  • http//www.rwc.uc.edu/phillips/ExamplesForms/ptaex
    amples/dentalhygiene.pdf
  • Article Four PTAs tried and explained Math,
    Literature, German, Chemistry
  • http//www.rwc.uc.edu/phillips/Faculty/jge.pdf

33
Assessment Methodologies
  • Primary Trait Analysis Embedded Questions
  • Student Portfolios
    Electronic Portfolios
  • Institutional Portfolio
    Standardized/National Exams
  • Pre/Post Tests Locally
    Developed One-Shot Items
  • Capstone Experiences/Courses
    Classroom Based Assessment
  • Surveys
    Other Indirect Methods
  • These ideas are explained in detail at
  • http//www.pvc.maricopa.edu/AI/methods.html

34
The Math Model of Embedded Questions (see
handout)
  • A common L.O. is selected to measure across
    multiple sections of a course.
  • A PTA is constructed to measure students
    performance on one or more embedded exam
    questions.
  • Instructors are free to teach the PTA as they
    wish, and to create their exams as they wish,
    with the exception that they agree to embed
    common questions in their exams to measure
    performance on that L.O.
  • Instructors compile data and analyze it together
    to determine if different skills/content need to
    be approached differently.

35
An excellent resource
  • Angelo, T.A. Cross, P.K. Classroom Assessment
    Techniques A Handbook for College Teachers (3rd
    Ed.). Jossey-Bass 2003
  • (We have a copy in E OL)

36
Another resource
  • Stiehl, R. and L. Lewchuck. The Outcomes Primer
    Reconstructing the College Curriculum (2nd Ed.).
    Corvallis, OR The Learning Organization, 2002.
  • (We have a copy)
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