IPFW Assessment Academy Programmatic Assessment Workshop Series - Signature Assignments D. Kent Johnson, PhD Director of Assessment

IPFW is an Equal Opportunity/Equal Access University. So, What is a signature assignment? An assignment that “…meets a set of broad specifications for a particular area…” of a core curriculum. Pat Hutchings, Natasha A. Jankowski & Kathryn E. Schultz (2016) Designing Effective Classroom Assignments: Intellectual Work Worth Sharing, Change: The Magazine of Higher Learning, 48:1, 6-15, DOI: /

IPFW is an Equal Opportunity/Equal Access University. Why would my program use a signature assignment for assessment? As an avenue for “consequential” assessment across multiple sections. Authentic and embedded in a course, signature assignments offer both efficiency and effectiveness. To support achievement of student learning outcomes and scaffold curriculum to support achievement of programmatic learning goals.

IPFW is an Equal Opportunity/Equal Access University. Conditions of Consequential Assessment Kuh, Ikenberry, Jankowski, Cain, Ewell, Hutchings, and Kinzie Using Evidence of Student Learning to Improve Higher Education. Jossey-Bass: San Francisco, CA. Compelling and actionable evidence often gathered through the “regular work of teaching and learning” Organized and designed with “end users and the desired impact in mind” “Embedded in the ongoing work of teaching and learning, such as the assignments that faculty design…” (p. 222)

IPFW is an Equal Opportunity/Equal Access University. Backward design of signature assignment for programmatic assessment: Huba, M.E. & Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon. (p. 108). Programmatic SLO Mapped to Course Demonstrated through signature assignment Programmatic SLO Mapped to Course Demonstrated through signature assignment

IPFW is an Equal Opportunity/Equal Access University. Course Level Signature Assignments in a Programmatic SLO Scaffold Applied in the context of evaluating student progress toward and achievement of SLO at key points in matriculation through a program Programmatic SLO 1: Students will analyze and interpret data to produce meaningful conclusions and recommendations Signature Assignments in a Curricular Scaffold Capstone 4 Milestone 3 Milestone 2 Benchmark Level – Essay describing the problem to be investigated and identifying potential data sources. X 300 Level – Review of relevant literature examining challenge (appropriate at the undergraduate level) X 400 Level – Capstone research project requiring student to interpret data and draw meaningful conclusions. X

IPFW is an Equal Opportunity/Equal Access University. Designing the assignment – Modeling the Design Process. As a group, we are going to design a signature assessment for a Programmatic SLO (either the sample from the workshop or one the group defines). We will use this process to model your assignment for the next workshop. At the next workshop, participants will bring a signature assignment for their program for peer review using the NILOA Charrette Process.

IPFW is an Equal Opportunity/Equal Access University. Designing the assignment – Exercise 1a 1.Looking at your curricular map, identify an outcome that you would like to assess. 2.Select a point in the curriculum to assess and define the level of learning relative to the Programmatic SLO, expected at that point in a student’s matriculation 3.Using the two column Learning Expectations Worksheet define what students could produce to demonstrate achievement relative to the Programmatic SLO. IPSUM DOLOR, CONSECTER ADIPISCING ELITD

IPFW is an Equal Opportunity/Equal Access University. Designing the assignment – Exercise 1 Resource Learning Expectations Worksheet Programmatic SLO 1: (e.g. Students will analyze and interpret data to produce meaningful conclusions and recommendations ) – replace this statement with one from your list of programmatic outcomes. Think of performance in relationship to point of matriculation. What do you expect students to demonstrate they know?What do you expect students to demonstrate they can do?

IPFW is an Equal Opportunity/Equal Access University. Designing the assignment – Exercise 1b Based on your expectations from the previous worksheet: Does a current assignment produce an artifact that might require a student to demonstrate performance defined in the Learning Expectations Worksheet? How might that assignment be improved, or a new assignment designed to demonstrate expected learning? Work individually or with a group to either redesign the existing or create a new assignment and a rubric to measure student performance. IPSUM DOLOR, CONSECTER ADIPISCING ELITD

IPFW is an Equal Opportunity/Equal Access University. Some Resources for Constructing a Rubric Rcampus ( Online service that is free to use for individual faculty members. Select either “undergraduate” or “graduate”. Once selected, you can view multiple samples available from most disciplines. You can edit existing rubrics to fit your needs or create a new rubric. Scaling is limited to “preset” levels and definitions. AACU Value Rubrics ( Part of a large national project, Value Rubrics are presently going through a validation project in partnership with SHEEO’s Multi-State Collaborative. These rubrics use a scoring system that progresses from benchmark through milestone and to capstone levels of learning. These work well for designing and scoring student work. University of West Florida ( This is a site that I discovered at the SACS Conference. It includes a template for constructing a rubric as well as other resources. IPFW CELT ( IPFW’s Center for Learning and Teaching resource for rubrics.

IPFW is an Equal Opportunity/Equal Access University. Preparing for Workshop 2 Continue working on assignment. Bring Completed Assignment to Workshop 2 Develop a scoring rubric for assignment Prepare a five minute presentation describing your assignment At workshop we will provide a small group setting for a peer review of your rubric using the NILOA Charrette Process

IPFW is an Equal Opportunity/Equal Access University. Assignment Peer Review (NILOA Charrette Process) Pat Hutchings, Natasha A. Jankowski & Kathryn E. Schultz (2016) 1.The assignment author (or authors) introduce assignment to group (5 minutes) 2.The group comments on assignment, asking questions and making suggestions for improvement (15-20 minutes) 3.Each group member prepares brief written feedback for the assignment author(s) (5 minutes)