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From Principles to
Practice
Jeana Abromeit
Professor of Sociology
Chair, Council for Student
Assessment
Alverno College
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Goals for Session
To have enough of an initial understanding of
Alverno’s educational program to start a
meaningful conversation about general education
and critical thinking
To explore implications of principles for design
of practice: a developmental curriculum,
teaching, learning, and assessment
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In 1970, one of the questions the President
asked each department to address:
What are you teaching that is so important that students cannot afford to pass up courses in your department?
Which led to questions like:
How do you want your students to be able to think as a result of studying your discipline?
What do you want your students to be able to do as a result of studying your discipline?
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PRINCIPLE
Education GOES BEYOND
knowing to being able to
DO WHAT ONE KNOWS
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PRACTICE
Performance in the context of
content
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In 1973, new curriculum initiated based on eight institutional
abilities or outcomes
Graduation requirements based on demonstration of outcomes rather than distribution requirements.
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PRINCIPLE
Educators are RESPONSIBLE for
making learning more available
by ARTICULATING
OUTCOMES
and making them PUBLIC
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PRACTICE
Effective Communication
Analysis
Problem Solving
Valuing in Decision Making
Social Interaction
Developing a Global Perspective
Effective Citizenship
Aesthetic Engagement
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PRACTICE
General Education: Situate the Outcomes
Gen Ed outcomes should…
Be grounded in the principles of disciplines and the General Education program (e.g., AAC&U report)
Extend and reflect the principles of your Gen Ed program
Be relevant to institutional mission and living a life after graduation
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PRACTICE
General Education: Situate the Outcomes
Gen Ed outcomes should…
Reflect some shared, concrete definition of what the outcomes mean
Be defined and articulated in developmental ways
Be cumulative (e.g. developed across the Gen Ed program)
Be performative in nature; observable
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Defining General Education Outcomes:
Know Your Principles
What are some core principles of your Gen Ed program?
For example…
General Education is the core of an undergraduate
education. It is general in that it provides students
with a comprehensive educational experience and
prepares them for study within their major. General
Education teaches students to think critically and
communicate effectively; it provides an
introduction to the methodologies and practices of
the academic disciplines; it promotes intellectual
curiosity and a love of learning.
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PRACTICE
Include course outcomes, related program
outcomes, and related Abilities/Levels in
syllabi (See example of a syllabus from
general education course)
Make outcomes available to constituents and
stakeholders
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Abilities that
Involve the whole person
Are teachable
Can be assessed
Transfer across settings
Are continually re-evaluated and re-defined
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PRINCIPLE
Abilities need to be defined in a
way that our teaching of them
can be DEVELOPMENTAL
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The Impact Tape
• As you watch the Impact Tape,
how have students changed?
• Students are being assessed for
communication ability. What
other abilities are also
demonstrated?
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PRACTICE
Analysis
Level 1 – Make accurate observations
Level 2 – Draw reasonable inferences
Level 3 – Use concepts & frameworks and
perceive and make relationships
Level 4 – Analyze structure and organization
Level 5 – Choose and use frameworks
Level 6 – Independently employ frameworks to
analyze increasingly complex phenomena
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PRACTICE
Self Assessment and Feedback
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PRINCIPLE
Designing for learning involves
INTEGRATING abilities with
disciplines and across disciplines
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PRACTICE
Coherent curricular design
Fusion of content and abilities
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PRACTICE
Examples from Outcomes for Chemistry
1. Communicates effectively, using
language, concepts, and models of
chemistry
2. Uses methodology of chemistry to define
and solve problems individually and
collaboratively
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PRACTICE
Examples of Outcomes for Business
and Management1. uses discipline models and theories to analyze
interdependence among systems, organizations, individuals, and events (Systems Thinking and Analysis)
2. applies business and management principles to develop and deliver quality products or services (Enterprising and Problem Solving)
3. uses team and organizational skills to work effectively with diverse individuals, teams, and organizational units to meet stakeholder and organizational goals (Interacting and Leading)
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PRINCIPLE
Abilities must be carefully
IDENTIFIED and
COMPARED to what
CONTEMPORARY LIFE
requires
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PRACTICE
Ability departments
Scheduled Institutes
Ongoing revisions of outcomes
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PRINCIPLE
INTEGRAL
to LEARNING
is ASSESSMENT
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Student
Assessment-as-Learning
Institutional and
Program Assessment
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Student Assessment-as-Learning
A process in operation at Alverno College, integral to learning, that involves observation and judgment of each student’s performance on the basis of explicit criteria, with self assessment and resulting feedback to the student.
It serves to confirm student achievement and provide feedback to the student for the improvement of learning and to the instructor for the improvement of teaching.
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Student Assessment-as-Learning
Essential to learning and
assessment are:
Public, Expected Outcomes/Criteria
Performance
Feedback
Self Assessment
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General Education Rubrics
Should address CORE skills
When appropriate, use across courses and over time (e.g., writing and speaking rubrics)
Can legitimately combine subjective and objective measures
[A useful source: Introduction to Rubrics, Dannelle Stevens & Antonia Levi. 2005. Sterling, VA: Stylus Publishing]
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e
as . sess ( ses’) v.t.
[late ME <ML <L
assess (us) ptp. of
assidere (ad + sedere)]
to sit down besidee
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Institutional and Program Assessment
Processes that yield patterns of student and alumna learning,
development, and performance on a range of educational
outcomes. They provide meaningful feedback to faculty,
staff, and various publics for improvement, shared
learning, and demonstrated effectiveness.
These processes ensure comparisons to standards
(faculty, disciplinary, professional, accrediting,
certifying), and enable evidence-based judgments of
how students and alumnae benefit from the
curriculum and college culture.
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PRINCIPLE
The effectiveness of assessment for
everyone involved depends on
the existence of a total dynamic
system that contributes to the
coherence and continuous
improvement of the curriculum
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PRACTICE
Matrix structure
Discipline departments
Office of Research and Evaluation
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Benefits of Using Outcomes
Provide direction & continuity for learning (e.g., course planning, feedback)
Provide departments with standards to judge university level learning
Assure accountability by making teaching/learning public and explicit
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Benefits of Using Outcomes (cont’d)
Help students transfer learning because learning experiences are embedded in multiple performance contexts
Foster cross-discipline communication: create a community of faculty with common goals
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Potential Challenges
Faculty obliged to make explicit meaning of the disciplines (e.g., central concepts, tools of inquiry, values)
Communication across faculty may be seen as a burden
Conceptualization takes time
New faculty roles call for additional development of expertise
Need to develop new structures & culture
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EXPECTED
OUTCOMES
TEACHING
ASSESSMENT
STUDENT
LEARNING
INSTITUTIONAL/
PROGRAM
ASSESSMENT
(INSTITUTION: PROGRAM:
COURSE)
MISSION
EDUCATIONAL
PRINCIPLES