ontario cla handouts
DESCRIPTION
CLA presentation slides from the Ontario Symposium on Learning OutcomesTRANSCRIPT
aligning teaching,learning, & assessment
Chris JacksonDr. Julie Patterson
“Bad…”
We ask our students,
quite simply, to count fish.
The need for adifferent assessment
Feasibility study in 2003 (n=14)
Formal launch in 2004 (n=61)
CLA longitudinal study 2005-2009
Formal launch of CWRA 2007 (n=11)
St. Louis University in Madrid administers the CLA 2007
Voluntary System of Accountability launches 2007
CLA in the Classroom launches 2007
Douglas College (BC) administers the CLA 2008-2010
OECD selects CAE as the centerpiece of the Generic Skills Strand of AHELO 2008
HETAC (Ireland) Project 2008 (n=8)
Academically Adrift released 2011
Ontario institutions begin piloting the CLA 2012
CAE selected to author performance tasks for next generation of US-based assessments (via Smarter Balanced Assessment Consortium) 2012
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
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: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
what does thismean for Ontario?
9 piloting institutionsFanshawe College Humber College*
McMaster University Mohawk College (w/ McMaster)
Queen’s University Sheridan College
University of Guelph University of Windsor*
York University*
*to begin next academic year
What can be learned from Ireland?
http://bit.ly/HeILCS
There is a statistically significant increase in test performance between first and final year groups.
CAO points score, which is a measure of learner’s secondary school performance, is correlated with CLA.
Observed mean CLA scores are higher in four year level 8 programs than in three year level 8 programs.
What can be learned from Ireland?
http://bit.ly/HeILCS
Observed mean CLA scores for first and final years are significantly lower than the corresponding means from the US, but their improvement is comparable and slightly higher.
What can be learned from Ireland?
http://bit.ly/HeILCS
The absolute validity of the tests needs further analysis because the scores may (possibly) include cultural and native-language dependencies. Nevertheless, the tests are still useful as they stand because the change in performance either between first and final year or between institutions is presumably less susceptible to such dependencies.
On the Performance Tasks, there was no main effect for task, which indicates that students in Ireland scored about the same on each task (on average).
There was a main effect for MA “America is the land of opportunity.” This same effect exists in the United States.
There was a main effect for CA “Lawyers,” which references the American Bar Association. This same effect exists in the United States.
As expected, Irish graduating students performed significantly better than entering students. In some cases, this growth was greater than observed in the United States.
Next StepsRun similar analyses for the cohort of HEQCO institutions piloting use of the CLA
Convene a panel of Canadian “experts” to suggest modifications to existing CLA tasks
chris jackson212.217.0845
[email protected]@cla_beat
collegiatelearningassessment.org/clapresentations