Composing Contexts: Engaging Faculty Expertise for Iterative - - PowerPoint PPT Presentation

Composing Contexts: Engaging Faculty Expertise for Iterative Assessment

Fiona Glade, Assistant Provost for Undergraduate Studies, University of Baltimore and Nancy O’Neill, Associate Director, Kirwan Center for Academic Innovation, University System of Maryland

• Envision a “Next” Engagement
• Some Practices to Consider (GE and writing)
• Before
• During
• After
• Wrap Up

OUR PLAN

WHAT’S NEXT?

Write/ Revise SLOs Identify Assessment Method(s) and Evidence Collect Evidence Analyze/ Interpret Evidence Act Upon Evidence (Alignment, ID, Pedagogy)

• No existing framework
• Outcomes were unwieldy (pp. 1-2
• f handout)
• Event: 3-day, late summer retreat

with GEC + guests BEFORE – Gen Ed

• Crafted agenda as a planning team
• Mostly staff led (summer)
• Identified frameworks & outcomes

to review (SLCC, SJSU, UNLV, UMD)

• Agenda had “loose structure”

BEFORE – Gen Ed

• Arranged for System rep. on

pending changes to state reqs.

• Conducted a credit analysis of

degree granting programs

• Goals: “roll up sleeves” and have

something to show for it BEFORE – Gen Ed

• Kathleen Blake Yancey:

assessment as “a knowledge- making endeavor”

• Set Up:
• collectively articulate a purpose

for the assessment task BEFORE - Writing

BEFORE - Writing

• Best practices nationally
• Peer institutions
• AACU Value rubrics
• Brief articles on portfolios
• Student artifacts

• Partnering for resources
• Teaching and Learning Center
• Faculty ownership and

expertise

• Timing: meet faculty where

they are BEFORE - Writing

Take 3 min. to write down some prep. notes/strategies for your event.

PLANNING BREAK

• Grounding exercise: Why Gen

Ed?

• Reacted to sample frameworks

in small groups: signature

• Early, tangible product: drafted

framework btw day 1 & 2 DURING – Gen Ed

• SLOs – program mapping
• Drafting rounds (frequency +

disciplines)

• Discoveries – policy holes,

vestiges of older programs DURING – Gen Ed

• Considering multiple contexts:
• Best practices nationally
• AACU, WPA, CCCCs . . .
• Our institutional mission
• Our GE course sequence
• Faculty concerns
• Combining contexts—best

practices with local insights DURING - Writing

• Dynamic Criteria Mapping (adapted

from Bob Broad)

• Beyond the rubric(s)
• Collaboratively drafting documents:
• Student learning outcomes
• Signature Assignment outlines
• Portfolio guidelines

DURING - Writing

Take 3 min. to write down what you might have faculty composing/ iterating/ reviewing/ thinking together around during your event (include deliverables).

PLANNING BREAK

• Write-up – capturing the story
• f our shared work
• Obtain endorsement of area

studies SLOs by faculty in areas

• Degree program outcomes

analysis

• Begin to plug holes in policy,

address “vestiges” AFTER – Gen Ed

• UB:
• GE and GR SLOs
• GE SLOs assessed by GEC (faculty

reps from each college)

• GR SLOs assessed by program

faculty in coordination with GEC

• MSCHE commendation for

process and clear responsibility AFTER – Gen Ed

• USM:
• General Education Symposium
• Regular convenings and support

for Gen Ed directors

• Consulting around Ged Ed

reform AFTER – Gen Ed

• Understanding that program

improves based on assessment and that assessment is iterative

• Reflecting on what is most valued

in/by the discipline

• Affirming through portfolio

scoring sessions using dev. rubric AFTER - Writing

Program Assessment Rubric:

AFTER – Writing

level of achievement

thorough 4 proficient 3 emerging 2 minimal 1

Outcome #1 Rhetorical knowledge Discusses rhetorical situation of portfolio documents, writes with understanding of audience in different rhetorical situations, and presents documents in at least four different genres. Outcome #2 Writing process strategies Discusses strategies for drafting, revising, and editing; shows evidence of revising effectively in response to feedback; demonstrates purposeful research strategies; does not demonstrate significant need for further revision. Outcome #3 Metacognition and self-reflection Guides readers through the portfolio to showcase a range of effective writing strategies, discusses own literacy history including his/her growth as a writer, and evaluates own writing effectively at various stages. Outcome #4 Textual conventions Applies genre, format, and structure conventions appropriately in all portfolio documents; integrates and documents source materials effectively using relevant style guidelines. Outcome #5 Proofreading strategies Demonstrates proficient control of grammar, sentence variety, word choice, and appropriate conventions; uses a range of effective strategies for editing and proofreading; does not demonstrate significant need for further editing.

University of Baltimore Writing Program Developmental Rubric: Program Assessment

Take 3 min. to write down some communications and follow-on activities

• ut of your event.

PLANNING BREAK

• Some examples from the group?
• Contact Info.:
• Fiona Glade, fglade@ubalt.edu
• Nancy O’Neill, noneill@usmd.edu

WRAP UP