fitting in: square pegs in round holes how to succeed in ... · • feeling of distrust (justifying...
TRANSCRIPT
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Fitting In: Square Pegs in Round Holes
How to Succeed in Assessment When Your Discipline Doesn’t Fit Into Typical Assessment Models
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Faculty Reaction to Assessment
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Faculty Reaction to Assessment
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Faculty Reaction to Assessment
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Assessment & Assessment ReportingAssessment Office and Deans• Buy In• Organic
Hurdles to Buy-InFaculty Feelings/Perceptions• Resentment (not my job)• Feeling of distrust (justifying my job;
you hired me to do my job)• Discounts faculty expertise• Knowledge that the data is faulty, so
assessment becomes an exercise, not meaningful
• Presumes that faculty are not continually working to improve programs/courses/student experience
• Takes time from teaching & research, not considered service
Problems with Organic• It is a Top-Down requirement• No faculty member has ever
asked me for a meeting about assessment and SLOs or Program Goal
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UF’s School of Theatre and Dance
• SLOs• Rubrics• Consensus Moderation
• Program Goals• Translation from “Assessment
Speak” to Language of the People
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SLOs and SLO ReportingSLOs from ALCs that were created in 2013-14 – Orange and Blue Books
Noted in Curricular Maps
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Assessments
In-Class AssessmentsFinal Research PaperAverage of QuizzesSenior Project Paper
Out-of-Class AssessmentsJuriesAuditions for ShowcasesPortfolio Reviews
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∗ Rubric for Everything∗ Two Faculty Created All Rubrics∗ Edited and Modified by Key Players∗ Consensus Moderation
• Promotes Discussion• Acknowledges Expertise of Faculty
Rubrics
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∗ Used to reach a general agreement about what quality assessment and its outcomes 'looks like'; it ensures that the judgments of students' performance are consistent and have the same 'meaning’.∗ https://app.griffith.edu.au/assessment-
matters//docs/consensus-moderation/definition
Consensus Moderation
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Reporting SLO DataSLO: • State the Student Learning Outcome
Assessment Method:• List the assignment, exam, project, etc.• Include rubric used for assessment
Results:• Enter the criterion for success. The “criterion for success” is the minimum
percentage of students who pass the assessment that you consider to be acceptable for your program. If the criterion is less than 70%, provide a rationale.
• State: “X number of students passed the assessment out of a total of Y students, for a percentage of Z%”.
• State: This meets/does not meet the criterion for success.• Attach the data you shared with your faculty (student names redacted). NOTE:
Please have raw data available in case it is requested.
Use of Results:• Reporting has changed for 2018
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Reporting SLO DataSLO: • State the Student Learning Outcome
Assessment Method:• List the assignment, exam, project, etc.• Include rubric used for assessment
Results:• Enter the criterion for success. The “criterion for success” is the minimum
percentage of students who pass the assessment that you consider to be acceptable for your program. If the criterion is less than 70%, provide a rationale.
• State: “X number of students passed the assessment out of a total of Y students, for a percentage of Z%”.
• State: This meets/does not meet the criterion for success.• Attach the data you shared with your faculty (student names redacted). NOTE:
Please have raw data available in case it is requested.
Use of Results:• Reporting has changed for 2018
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Program Goals
Reporting:• Goal• Evaluation Method• Result• Use of Result
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Translation
Reporting:• Goal• Evaluation Method• Result• Use of Result
Reporting:• Task• Methodology/To Do• Information Gained• What Next?
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Translation
Reporting:• Goal• Evaluation Method• Result• Use of Result
Reporting:• What/Why?• How?• Facts/Data• What Next?
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• Streamlining – take the burden off of the faculty• Down and Dirty Guide All SLOS & Rubrics for the School in One Document
• All Annual Program Goals in One Document∗ Leadership
• COTA Strategic Plan• SoTD Strategic Plan & 5-year Goals
∗ Point Person• Faculty
Planning for Successful Reporting
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• Streamlining – take the burden off of the faculty• Down and Dirty Guide All SLOS & Rubrics for the School in One Document
• All Annual Program Goals in One Document∗ Leadership
• COTA Strategic Plan• SoTD Strategic Plan & 5-year Goals
∗ Point Person• Faculty
Planning for Successful Reporting
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• Streamlining – take the burden off of the faculty• Down and Dirty Guide All SLOS & Rubrics for the School in One Document
• All Annual Program Goals in One Document∗ Leadership
• COTA Strategic Plan• SoTD Strategic Plan & 5-year Goals
∗ Point Person• Faculty
Planning for Successful Reporting
![Page 23: Fitting In: Square Pegs in Round Holes How to Succeed in ... · • Feeling of distrust (justifying my job; you hired me to do my job) • Discounts faculty expertise • Knowledge](https://reader034.vdocument.in/reader034/viewer/2022052019/60337f82fc549d45332fc98c/html5/thumbnails/23.jpg)
Successful Reporting
• What data is needed?
• How are you collecting it?
• What is the format for reporting?
• What does this change?… if anything
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Assessment & Assessment Reporting
Assessment Office and Deans• Buy In• Organic
Hurdles to Buy-In
Faculty Feelings/Perceptions• Resentment (not my job)• Feeling of distrust (justifying my job;
you hired me to do my job)• Discounts faculty expertise• Knowledge that the data is faulty,
so assessment becomes an exercise, not meaningful
• Presumes that faculty are not continually working to improve programs/courses/student
Problems with Organic
• It is a Top-Down mandate• No faculty member has ever
asked me for a meeting about assessment and SLOs or Program Goal
![Page 25: Fitting In: Square Pegs in Round Holes How to Succeed in ... · • Feeling of distrust (justifying my job; you hired me to do my job) • Discounts faculty expertise • Knowledge](https://reader034.vdocument.in/reader034/viewer/2022052019/60337f82fc549d45332fc98c/html5/thumbnails/25.jpg)
Assessment & Assessment Reporting
Assessment Office and Deans• Buy In• Organic
Hurdles to Buy-In
Faculty Feelings/Perceptions• Resentment (not my job)• Feeling of distrust (justifying my job;
you hired me to do my job)• Discounts faculty expertise• Knowledge that the data is faulty,
so assessment becomes an exercise, not meaningful
• Presumes that faculty are not continually working to improve programs/courses/student
Problems with Organic
• It is a Top-Down mandate• No faculty member has ever
asked me for a meeting about assessment and SLOs or Program Goal
![Page 26: Fitting In: Square Pegs in Round Holes How to Succeed in ... · • Feeling of distrust (justifying my job; you hired me to do my job) • Discounts faculty expertise • Knowledge](https://reader034.vdocument.in/reader034/viewer/2022052019/60337f82fc549d45332fc98c/html5/thumbnails/26.jpg)
Thank You