What to Do with Data ? !

A recap from the last time we were together

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Classroom Assessment Techniques Assessment DOGs = Depend Only on Grades Assessment CATs = Classroom Techniques

So when it comes to assessment...

CATS RULE

DOGS DROOL

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Review In our August Faculty Workshops, Dr. Clawson’s presentation focused on helping us develop Rubrics & other Scoring Guides. As she pointed out, rubrics and scoring guides are forms of Authentic Assessments (a.k.a. Performance Assessments, Alternative Assessments, or Direct Evidences of student learning.)

Review What is the difference between direct and indirect evidences of student learning?

Review Direct evidence of student learning is tangible, visible, self-explanatory evidence of exactly what students have and haven’t learned. Indirect evidence, on the other hand, provides signs that students are probably learning, but the evidence of exactly what they are learning is less clear and less convincing. Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

Review Normally grades are indirect evidences of student learning. . . When can grades be considered direct evidence of student learning?

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Assessments Yielding Direct and Indirect Evidence Last month we saw that, while grades and other indirect evidences can be an important part of an assessment program, no assessment effort should consist of indirect evidence alone. Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

Assessments Yielding Direct and Indirect Evidence Last month we broke into small groups to brainstorm some additional Classroom Assessment Techniques we could use besides rubrics, including . . . Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

Classroom Assessment Techniques Kind of Evaluation CAT’s Name Course Knowledge & Skills One-Minute Paper One-sentence summary Chain Notes Application cards Memory matrix Student-generated test questions Muddiest Point Attitudes, Values, & Self- Awareness Journals Everyday Ethical Dilemmas Double-Entry Journal Reactions to Instruction Methods Suggestion Box Student Rep Group Exam Evaluations Peer Review NOW that you are getting results from your CATs . . .

What to Do with Data ? ! Rejoice, Revise, Record, Report

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Rejoice Celebrate! Publicize! Because the purpose of assessment is usually to improve teaching and learning, it’s easy to focus on problem areas and not celebrate positive findings. If your CAT indicates that learning objectives are being met . . . Celebrate: Brag a little! Just don’t call it bragging, call it sharing and encouraging! In a few moments I’ll be asking you to share some of your success stories, so be thinking about some examples. Publicize: Your successfully CATs could be turned into a journal article, a doctoral dissertation, or even a book!! Okay, maybe a stretch, but in a few minutes well look at how we do need to record and report your CAT results. Celebrate! Publicize! Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

Revise Motivated to . . . [see handout] So you can rejoice if your CATs indicate learning objectives are being met. But if a CAT indicates some of your learning objectives are not being met, you may need to revise some things. But don’t be discouraged, be motivated! Motivated to . . . [see handout]

Revise Consider Your Learning Goals Do you have too many goals? Are your goals appropriate? Should you clarify or refine your goals? Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

Revise Consider Your Curriculum Make some tough choices regarding your priorities for student learning goals. Ask others to assess same skill or concept. Give students more responsibility for learning on their own. Look for ways to use class time more effectively. If you found you have too many goals, you may need to decide which are the most important and crucial ones. Ask other faculty member to asses same skill or concept. If it is a hermeneutical skill, other Bible faculty can assess it in Bible courses. If it is an information literacy skill, other faculty can assess it in the writing intensive courses. Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

Revise Consider Your Teaching Methods Your handout includes the class-specific suggestions from Linda Suskie’s list. But rather than read through them . . . Your handout includes the class-specific suggestions from Linda Suskie’s list. But rather than read through them . . . [NEXT SLIDE] Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

CAT Tales . . . I rather hear first-hand reports of how you all have revised your teaching methods based upon CAT results OR how you affirmed that your teaching methods DIDN’T need revising based upon positive CAT results. Here’s your chance to REJOICE and CELEBRATE so others might be encouraged. I rather hear first-hand some ways in which you all revised your teaching methods based upon CAT results OR even how you affirmed that your teaching methods DIDN’T need revising based upon positive results. I.E. I want to hear you REJOICE and CELBRATE in other to encourage the rest of us.

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Record It’s time to Record and Report the findings of your CAT. Use any type of summary appropriate… Paragraph summary Charts Tables Graphs

Report So data can be incorporated into COAPs, ‘publicize’ your summary data with as many of the following as appropriate*: your department chair your division chair other division or department chairs [*Use curriculum map for course.] If it shows evidence that a departmental objective is being met, share your summary report with you chair. If it shows evidence that an objective within your division is being met, share your summary report with you division chair. If it shows evidence that an objective from another department or division is being met, share your summary report with them.

Examples of Recording/Reporting “After an in-class internet search of websites, 96% of the class were able to identify valid and reliable sites versus questionable sites by using a standard rubric.” Since this is evidence that an information literacy goal is being met . . . Report to: Arts & Sciences Division Chair

Examples of Recording/Reporting “93% of students in the course were able to define and defend a biblical world view regarding abortion by means of a term paper.” Since this is evidence that a Biblical Division goal is being met . . . Report to: Biblical Division Chair

Curriculum Mapping How do you know who to report to? Very soon you will be getting instructions on how to map your Fall 2009 course objectives to higher level objectives (Department, Division, General Education Goals, Information Literacy Goals, and Core Knowledge & Skills)

Indicate which LBC Objective your Objective Addresses COURSE TITLE Indicate which LBC Objective your Objective Addresses Biblical Education Objectives 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 BE # Articulate a basic knowledge of scripture and theology. 1    1     1 Apply a valid hermeneutical method and research skills in biblical interpretation. 2  Demonstrate an exegetically sound, biblically informed, historically and culturally sensitive theological method.  3 Appraise differing biblical, theological, cultural, and historical views.  4 Formulate a biblical worldview demonstrated in life and ministry. 5   5 Exhibit sensitivity to the global community in biblical and theological dialogue. 6  Display a commitment to grow scripturally and theologically. 7   7

Curriculum Mapping Only map those courses that are part of the new curriculum. If you teach a course with multiple sections and more than one instructor, you may wish to ‘compare notes’ as you complete the form. I would like these returned to me before finals week. The curriculum mapping is in EXCEL format. And while we tried to make the process as simple as possible and include quite detailed instructions, you may wish to . . . 32

Cashing in on your CAT Be sure to submit your best CAT by 12/9/09 to be judged for a chance at one of five $20 Park City Mall Gift Certificates, just in time for Christmas! [A rubric was sent a few weeks back.] NO, I don’t want to buy your house cat! 33

See email sent on 10/14/09 or contact dmort@lbc.edu for more info. FREE MONEY! 12/09/09 See email sent on 10/14/09 or contact dmort@lbc.edu for more info.