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WORKSHOP OUTCOMES As a result of this workshop you will be able to: Describe how VALUE rubrics can be used for program assessment Create a signature or key assignment that is aligned with program learning outcomes Collect student work from multiple course sections and/or instructors Use results to help students improve their skills and content knowledge


WHAT ARE VALUE RUBRICS? AAC&U (Association of American Colleges and Universities)’s VALUE (Valid Assessment of Learning in Undergraduate Education) project A component of the LEAP (Liberal Education and America’s Promise) initiative Goals: Develop shared understanding of student learning outcomes Promote authentic assessment of student work (vs. standardized tests) Teams of faculty and academic affairs professionals synthesized rubrics into 15 areas of learning.

AAC&U’S 15 VALUE RUBRICS Intellectual and Practical Skills: Inquiry and analysis Critical thinking Creative thinking Written communication Oral communication Quantitative literacy Information literacy Teamwork Problem solving Personal and Social Responsibility: Civic knowledge and engagement—local and global Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning Integrative and applied learning

POSSIBLE USES OF VALUE RUBRICS Course evaluation Models for rubrics faculty can use to score of class assignments Student reflection Program evaluation Help specify department learning outcomes Models for rubrics for program-level evaluation projects

LEVEL OF PERFORMANCE DESCRIPTORS Capstone- culminating level of achievement expected for baccalaureate degree Milestones- progressively more sophisticated performance Not intended for 1 freshmen, 2 sophomore, or 4 A, 3 B, etc.

MODIFYING VALUE RUBRICS Meant to be modified! Add more specific criteria based on your program or assignment Add new dimensions to reflect issues important to your program


SALT LAKE COMMUNITY COLLEGE Require instructors to use of signature assignments to assess their general education outcomes, but allow faculty freedom in creating the assignments. A few general requirements for the assignments: address at least two learning outcomes include student reflection demonstrate a real world, not theoretical, application of disciplinary knowledge A mathematics instructor created a signature assignment where students acted as potential car buyers and calculated how different interest rates affect the amount of money spent. Learning outcomes- quantitative literacy and written communication Students reflect on how this activity can be applied in other classes or real world scenarios.

CAL STATE LA’S INSTITUTIONAL ASSESSMENT OF ORAL COMMUNICATION: Presentations recorded in 10 classes in Spring 2017 N 171 students: 109 female, 62 male College and Courses: 44 from A&L (COMM 4300, COMM 43900) 65 from B&E (BUS 4150, BUS4970) 4 from CCOE (COUN 4940A) 13 from HHS (COMD 3190, KIN4250) 45 from NSS (ANTH 4970, CHEM4311, PSY 3040).

RECORDING AND SCORING: Presentations were recorded using Zoom 84% were group presentations Student presentation time: 67% over two minutes 27% 1-2 minutes 6% less than 1 minute 4 faculty scored presentations using the VALUE rubric

ORAL COMMUNICATION SCORES: PSYCHOLOGY (N 23) Proficiency Score Organization Language Delivery Supporting Material Central Message 3.75-4.0 0 (0%) 3 (13%) 1 (4%) 2 (9%) 1 (4%) 3.0-3.5 15 (65%) 14 (61%) 10 (44%) 15 (65%) 18 (78%) 2.0-2.75 8 (35%) 6 (26%) 9 (39%) 6 (26%) 4 (17%) 1.0-1.75 0 (0%) 0 (0%) 3 (13%) 0 (0%) 0 (0%) Note. Scoring was as follows: 1 Benchmark (Does not Meet Competency), 2 Milestone (Minimal Competency), 3 Milestone (Meets Competency), 4 Capstone (Exceeds Competency). What trends do you notice? What questions are left unanswered? How could we collect more useful data?


ACTIVITY #1: CHOOSING AN OUTCOME How do these align with your Program Learning Outcomes? Which learning outcomes are emphasized by your program? What are your strengths and weaknesses? Which seems like a priority for assessment?

WHERE IS THE OUTCOME TAUGHT IN YOUR CURRICULUM? 1500 PLO1 2000 I I PLO3 I 3080 3100 D D 3230 D D PLO5 I D D PLO6 I D D 4110 4120 4250 4650 D D M M D D I 3220 D D PLO7 I 3040 D PLO2 PLO4 3020 M D D D D D M M M D M I Introduced; D Developed/Reinforced; M Mastered

WHAT IS A SIGNATURE ASSIGNMENT? Embedded in a course Used for course grade and program assessment Aligned with Program Learning Outcomes Collaboratively designed by faculty Meaningful and integrative Why? Allows a program to assess learning across course sections or instructors Creates consistency

Assignment 3 (to be assessed with the VALUE rubrics Written Communication and Intercultural Understanding) Instructions: Please take approximately 1– 2 hours to complete this assignment. The essay topic is designed to give you an opportunity to demonstrate your ability to write clearly and effectively. It will also allow you to display your knowledge of psychological diversity. Perfection is not expected, but you should try to produce the best essay possible in the time allotted. Your essay should be about 2 pages in length (4-5 paragraphs). Type this assignment and then upload the digital file to the course Moodle site. You do not have to cite sources in this essay, but please include specific terms and concepts from your psychology classes. Prompt: Think about a group of people who are very different from you. These could be individuals from a different culture or perhaps members of a social group that hold views you disagree with. Briefly describe the group’s characteristics and how individuals in this group are different from you. Then, describe 1-3 concepts that you’ve learned from this class (or other psychology classes you’ve taken) that could be used to change or improve the way you interact with members of

ACTIVITY #2: SIGNATURE ASSIGNMENT What courses would use this assignment? Describe instructions to students, providing explicit guidelines on: Learning outcomes and goals How to complete the assignment Length and time required Sources needed Evaluation criteria

GATHER AND EVALUATE Student Student Assignments Student Assignments Student Assignments Student Assignments Assignments Course #1 Instructor Student Student Assignments Student Assignments Student Assignments Student Assignments Assignments Grade to student s Course #2 Instructor Team of Faculty Score Assignments or Student Student Assignments Student Assignments Student Assignments Student Assignments Assignments Grade to student s Course Instructor(s) Score Assignments Assessment Coordinator or Committee Compile Results Program Faculty Reflect on Results Course #3 Instructor Grade to student s

SCORING ASSIGNMENTS: RUBRIC CALIBRATION Hold a calibration session with all instructors or faculty scorers. Begin with a close reading of the rubric and identify areas of discussion. Faculty should come to an agreement on interpretation of language in rubric. Faculty are given an example of student work to score. Discuss scores row by row. Faculty provide rationale for their scores and try to reach consensus. Goal is to identify two scores around with the majority cluster. Repeat with more examples of student work (high, low, medium)

ACTIVITY #3: ASSESSMENT PLAN What assignment or activity will you use? How will you score student achievement? What classes would you target for sampling and when? Which faculty will be responsible for coordinating data collection? Data analysis? How will you analyze the results? Will you disaggregate results in some way? How will results be shared, discussed, and used to make changes? When will the PLO be assessed again?

DOS AND DON’TS OF DATA COLLECTION AND ANALYSIS DO Form a department assessment committee charged with regularly collecting and disseminating data Ask for faculty volunteers Give faculty early notice regarding assessment plans Disaggregate results across time, populations, and outcomes Protect the confidentiality and anonymity of students and faculty by examining results at the group level DON’T Wait until the last minute Pressure faculty to comply with assessment activities Use assessment results to call attention to, judge, or punish individual faculty or students Expect perfection Collect more data than you can use

USING RESULTS TO CREATE A CULTURE OF EVIDENCE Use results: To examine skill development across the curriculum To examine curriculum content coverage and areas for program modification To improve instruction and introduce new pedagogies Contact CETL for resources and support To improve and refine your assessment process/methods

NEXT STEPS What have you learned today that you want to share with others in your department? Write down 1-3 you can do this semester to keep your assessment momentum going?

RESOURCES AND CREDITS “Using the VALUE Rubrics for Improvement of Learning and Authentic Assessment” by Rhodes & Finley (2013) Association of American Colleges and Universities “Using Signature Assignments for Program-Level Assessment” Presentation Slides by University of Hawaii, Manoa University of Texas signature assignments webpage: https://ugs.utexas.edu/sig/plan/samples/writing-model4

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