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Forging Assessment Communities
Creating a Positive Culture of Assessment
Pierre Laroche and Susan Wood
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Assessment = Scholarship
“Your state university has been offering instruction in writing for decades, but is that university any better now than before at teaching people to write? Over the years, it has doubtless enlisted wonderful individual talents in that task, but does it now know more—corporately—about how to accomplish it? If it practiced a scholarship of teaching, it would (Marchese, 2000).”
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Bridging Theory and Practice
Theory of Assessment Technology of Assessment(RUBRICS)
Assessment-friendly Communities
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Steps to building Assessment-friendly Communities
Identify/establish commonly held
criteria to assess
Express individual educational values and expectations connected to the challenge
Call for volunteers to address the challenge
Start with a learning challenge
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Assessment Community Rubric
mastered emerging struggling
Call for volunteers
Diverse individuals agree upon challenge and step forward
A few individuals acknowledge challenge and step forward
No group emerges to deal with challenges in an organized way
Express values
Diverse individuals feel comfortable expressing educational values and are willing to listen to others
Individuals want to but are hesitant to express educational values and find it difficult to listen to others
Individuals are unable to express educational values and are unwilling to listen to others
Identify common criteria
The group agrees on a core set of commonly held criteria
The group struggles to agree on a core set of commonly held criteria
The group is unable to agree upon a core set of criteria
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Three Examples: Using Rubrics -- Effectively? Example one: Creation of English Program
Rubric
Example two: First attempt to create and use a WAC Rubric
Example three: Second attempt to create and use a WAC Rubric
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General Education Assessment Committee
CXC Subcommittee MXC Subcommittee
CTXC Subcommittee EXC Subcommittee
GEAC
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General Education Assessment Committee Accomplishments A tool to help teachers design effective
assignments
A tool to help teachers assess their assignments
Creation of four rubrics to evaluate General Education SLO’s campus-wide
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Theory of Assessment Practice
Site-Based
Locally-Controlled
Context-Sensitive
Rhetorically-Based
Accessible(Huot, 2002, p. 105)
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Using Assessment as Research
What do you want to know?About or from your students?About or from teachers?About or from administrators
How will you go about getting this information?
Who is this information for? What use will be made of this information?
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Using Assessment as Research
What form will the information take? Will there be a report? Who will write it?
What verification or corroboration will ensure the accuracy and consistency of the information?
How will the information be collected and how will the way it is collected help to improve the program being assessed?
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Using Assessment as Research
Who will be affected most by the assessment, and what say will they have in the decisions made on behalf of the assessment?
What are the major constraints in resources, time, institution, politics, etc,?(Huot, 2002, p. 181)
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Responsibility versus Accountability
“It is possible to understand assessment as responsibility rather than accountability, as a necessary and vital part of administering an educational program” (Huot, 2002, p. 173).
Huot, B. (2002). (Re)Articulating writing assessment for teaching and learning. Logan, UT: Utah State University Press.