hlc cla handouts

stop counting

#CLA | @cla_beat

“Bad…”

We ask our students,

quite simply, to count fish.

The need for adifferent assessment

Institutions are equipped toimprove higher-order skills

when they connectteaching, learning, and assessment

through authentic,performance-based practices.

(a) William Shakespeare(b) John Updike

(c) Ernest Hemingway(d) None of the above

Rewards content regurgitationFails to gauge transferability

Contentknowledge

Contentskills

Generalknowledge

Generalskills

Contentknowledge

Contentknowledge

Contentskills

Generalknowledge

Generalskills

The provision of transferrable skills is

as important as the provision of content.

The top ten in-demand jobs in 2010 did not exist in 2004. We are

currently preparing students for jobs that don’t yet exist, using

technologies that have not yet been invented in order to solve

problems that we don’t even know are problems yet.

SO WHAT?

SO WHAT?

Academically adriftLimited learning on college campuses

Proportion of employers who say colleges should place MORE emphasis than they do on selected

learning outcomes

•The ability to effectively communicate orally and in writing

•Critical thinking and analytic reasoning skills

•The ability to apply knowledge and skills to real-world settings

•The ability to analyze and solve complex problems

89%

81%

79%

75%

AAC&U | 2008 | aacu.org/leap/public_opinion_research.cfm

Okay, enough.What is the [cla]?

bias

small sample

quantitative reasoning

appropriate comparison

group

correlation vs. causation

incorrect (improper?) use of data

ability to filter

metrics

Unadjusted performance

adjusted performance

adjusted performance

moving beyondassessment and

accountability

Females

Males

Writing Ability

Problem Solving

48% 52% 40% 60% 32% 67% 48% 53%

aligning teaching,learning &

assessment:

aligning teaching,learning &

assessment:collaboration

collegiatelearningassessment.org/contact

aligning teaching,learning &

assessment:faculty

development

What is authentic assessment?

How does effective teaching support that (and vice versa)?

What are the higher-order skills we value? Why?

How are those skills demonstrated in student responses?

What are the components of a Performance Task?

How do we effectively build them?

Working | Sharing | Feedback

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chris jackson212.217.0845

cjackson@cae.org@cla_beat

collegiatelearningassessment.org/enrollment