An Assessment Palooza: Engaging Faculty in the Assessment Process - - PowerPoint PPT Presentation
An Assessment Palooza: Engaging Faculty in the Assessment Process Presented by Susan C. Warner Taylor AAC&U 2018 General Education and Assessment February, 2018 Sponsored by: Baldwin Wallace University Who We Are Baldwin Wallace
Presented by Susan C. Warner Taylor AAC&U 2018 General Education and Assessment February, 2018
Sponsored by:
Baldwin Wallace University
Baldwin Wallace University is an academic community committed to the liberal arts and sciences as the foundation for lifelong learning.
Baldwin Wallace University
Baldwin Wallace University is an academic community committed to the liberal arts and sciences as the foundation for lifelong learning.
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WRITTEN COMMUNICATION
Written communication is the development and expression of ideas in
genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
ORAL COMMUNICATION
Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
Capstone 4 Milestones 3 2 Benchmark 1 Context of and Purpose for Writing
Includes considerations of audience, purpose, and the circumstances surrounding the writing task(s). Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work. Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (i.e. the task aligns with audience, purpose, and context). Demonstrates awareness of context, audience, purpose, and to be assigned task(s) (i.e. begins to show awareness of audience’s perceptions and assumptions). Demonstrates minimal attention to context, audience, purpose, and the assigned task(s) (i.e. expectation of instructor or self as audience).
Content Development
Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work. Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. Uses appropriate and relevant content to develop and explore ideas through most of the work. Uses appropriate and relevant content to develop simple ideas in some parts of the work.
Genre &Disciplinary Conventions
Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields (please see glossary). Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task(s) including organization, content, presentation, formatting, and stylistic choices. Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organizations, content, presentation, and stylistic choices. Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organizations, content, and presentation. Attempts to use a consistent system for basic organization and presentation.
Sources & Evidence
Demonstrates skillful use of high- quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing. Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of writing. Demonstrates an attempt to use sources to support ideas in the writing.
Control of Syntax and Mechanics
Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and it virtually error- free. Uses straightforward language that generally conveys meaning to
has few errors. Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. Uses language that sometimes impedes meaning because of errors in usage.
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Superior Effective Emerging Ineffective N/A Score/Level
Context and Purpose Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the task and focuses on all elements of the work. Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the task. Demonstrates awareness of context, audience, purpose related to task. Demonstrates minimal attention to context, audience, and purpose.
From Written Communication VALUE rubric (new to this draft)
Content Development Uses appropriate, relevant, and compelling content to illustrate command and understanding of the subject and shape the whole work. Uses appropriate, relevant, and compelling content to explore ideas within the context of the subject and shape the work. Uses appropriate and relevant content to develop and explore ideas through most of the work. Uses some appropriate and relevant content to develop simple ideas in some parts of the work.
From Written Communication VALUE rubric (part of Fall draft)
Sources and Evidence Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas in the work. Demonstrates consistent use of high-quality, credible, relevant sources to develop ideas in the work. Demonstrates an attempt to use credible and/or relevant sources to develop ideas in the work. Demonstrates an attempt to use sources to support ideas in the work.
From Written Communication VALUE rubric (part of Fall draft)
Use of Language Uses graceful language appropriate to the context that skillfully communicates meaning with clarity and fluency. Uses straightforward language appropriate to the context that consistently conveys meaning with clarity. Uses language that is usually appropriate to the context and generally conveys meaning with clarity. Uses language that lacks clarity and may not be appropriate to the context.
From Written Communication VALUE rubric (leaves out criteria on mechanics) [Revision of Fall draft)
Use of Media Uses media in highly effective way, enhancing communication and understanding of ideas. Uses media to contribute to effective communication of ideas. Uses media in way that is partially effective in communicating ideas. Uses media in way that does not effectively communicate ideas.
Part of Fall draft
Faculty craft their own assignments for their courses A random sample of core courses that emphasize the
Assignments specifically designed to address the ULO
Collect student artifacts in FYE, writing extension
Ask instructors for the writing assignment These assignment files are then transferred into Aqua
Assignmen t Name Submissio n ID Student Name Student ID Course Code Course Name Section ID Section Name Term Name Scoring Status Learning Outcome Criterion Faculty Intention Score 1 Evaluator Name - Score 1 Evaluator Enrollment
Course 1 85067 Benjamin Feuer 547850 FYE-100H- S16 Lies. Damned Lies & Statistics FYE-100H- S16-1 FYE-100H- S16-1 Fall 2016 Completed Written Communic ation Context and Purpose 4Maria Mathews Course 1 85067 Benjamin Feuer 547850 FYE-100H- S16 Lies. Damned Lies & Statistics FYE-100H- S16-1 FYE-100H- S16-1 Fall 2016 Completed Written Communic ation Content Developm ent 3Maria Mathews Course 1 85067 Benjamin Feuer 547850 FYE-100H- S16 Lies. Damned Lies & Statistics FYE-100H- S16-1 FYE-100H- S16-1 Fall 2016 Completed Written Communic ation Sources and Evidence 3Maria Mathews Course 1 85067 Benjamin Feuer 547850 FYE-100H- S16 Lies. Damned Lies & Statistics FYE-100H- S16-1 FYE-100H- S16-1 Fall 2016 Completed Written Communic ation Use of Language 4Maria Mathews Course 1 85068 Charles Ray 543277 FYE-100H- S16 Lies. Damned Lies & Statistics FYE-100H- S16-1 FYE-100H- S16-1 Fall 2016 Completed Written Communic ation Context and Purpose 2Leslie Hunter Course 1 85068 Charles Ray 543277 FYE-100H- S16 Lies. Damned Lies & Statistics FYE-100H- S16-1 FYE-100H- S16-1 Fall 2016 Completed Written Communic ation Content Developm ent 2Leslie Hunter Course 1 85068 Charles Ray 543277 FYE-100H- S16 Lies. Damned Lies & Statistics FYE-100H- S16-1 FYE-100H- S16-1 Fall 2016 Completed Written Communic ation Sources and Evidence 2Leslie Hunter Course 1 85068 Charles Ray 543277 FYE-100H- S16 Lies. Damned Lies & Statistics FYE-100H- S16-1 FYE-100H- S16-1 Fall 2016 Completed Written Communic ation Use of Language 2Leslie Hunter Course 1 85069 Christina Collins 545961 FYE-100H- S16 Lies. Damned Lies & Statistics FYE-100H- S16-1 FYE-100H- S16-1 Fall 2016 Completed Written Communic ation Context and Purpose 2Judette Kullins
PALOOZA CHAT PA.. LOO.. ZA!
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Quantitative Analysis of “Effective Writing” Data
FY – 28% (68) SO – 18% (44) JR – 18% (44) SR – 36% (86)
(All differences are statistically significant, p<.001)
(Keep in mind that all data are cross-sectional)
Across the board, Seniors write better than first-year students. Gains in all 4 aspects of writing tend to be linear. Interestingly, there is a statistically-significant difference between
JRs and SRs on all aspects of writing but “Sources & Evidence.” (There is no significant difference between JRs and SRs on that scale.)
On average, female students are better writers than male students. Female students’ writing development tends to be linear. Male
students initially show slow/no growth, then dramatic gains in JR and SR years.
By senior year, writing skills of female and male students are
comparable.
Critical Thinking
Critical thinking is a habit of mind characterized by the
comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. Quantitative Literacy
A “Habit of mind,” competency, and comfort in working with
numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate
Capstone 4 Milestones 3 2 Benchmark 1 Knowledge
Cultural self-awareness Articulates insights into own cultural rules and biases (i.e. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in self- description). Recognizes new perspectives about
looking for sameness; comfortable with the complexities that new perspectives offer). Identifies own cultural rules and biases (i.e. with a strong preference for those rules shared with own cultural group and seeks the same in others). Shows minimal awareness of own cultural rules and biases (even those with own cultural group(s)) (i.e. uncomfortable with identifying possible cultural differences with
Knowledge
Knowledge of cultural worldview frameworks Demonstrates sophisticated understanding
important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Demonstrates partial understanding
important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Demonstrates surface understanding
important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
Skills
Empathy Interprets intercultural experience from the perspectives of own and more than one worldview and demonstrates the ability to act in a supportive manner that recognizes the feelings of another cultural group. Recognizes intellectual and emotional dimensions of more than one worldview and sometimes uses more than one worldview in interactions. Identifies components of other cultural perspectives but responds in all situations with own worldview. Views the experience of others but does so through own cultural worldview.
Skills
Verbal and nonverbal communication Articulates a complex understanding
demonstrates understanding of the degree to which people use physical contact while communicating in different cultures or use direct/indirect and explicit/implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences. Recognizes and participates in cultural differences in verbal and nonverbal communication and begins to negotiate a shared understanding based on those differences. Identifies some cultural differences in verbal and nonverbal communication and is aware that misunderstandings can occur based on those differences but is still unable to negotiate a shared understanding. Has a minimal level of understanding cultural differences in verbal and nonverbal communication; is unable to negotiate a shared understanding.
Attitudes
Curiosity Asks complex questions about other cultures, seeks out and articulates answers to these questions that reflect multiple cultural perspectives. Asks deeper questions about other cultures and seeks out answers to these questions. Asks simple or surface questions about other cultures. States minimal interest in learning more about other cultures.
Attitudes
Openness Initiates and develops interactions with culturally different others. Suspends judgment in valuing her/his interactions with culturally different
Begins to initiate and develop interactions with culturally different
valuing her/his interactions with culturally different others. Expresses openness to most, if not all, interactions with culturally different
judgment in her/his interactions with culturally different others, and is aware of own judgment and expresses a willingness to change. Receptive to interacting with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, but is unaware of
Su Susan san War arner r Tayl ylor
Director of Institutional Research & Assessment
swarner@bw.edu
Watermar ark
events@watermarkinsights.com