Converting Assessments in Traditional, Subject-Centered Courses into Outcome-Based Assessments Erin Hugus Instructional Designer Mary Tkatchov Assessment Manager Center for Session will demonstrate a process for converting traditionally developed course assessments into quality outcome- or competency-based assessments using an iterative backward design model and competency-based assessment standards. Presenters will demonstrate strategies for redesigning subject-centered assessments with a focus on outcomes for authentic, experiential learning. Participants will work in groups as they apply outcome-based design methodology to an assessment from a time-based, subject-centered course to define outcomes, develop competency statements, and have a dialog about assessment revisions. Presenters will lead a discussion with participants about challenges and ideas for overcoming obstacles. Audience polling will be used to spark conversations about current practices and generate ideas about how the competency-based model can be applied at their institutions. Competency-Based Education AALHE Conference June 2017

Outcomes Describe the philosophy behind outcome-based assessment. Evaluate the quality of traditional assessments using an outcome-based perspective. Apply a framework for outcome-based design.

Outcome-Based Assessment Understanding by Design Wiggins & McTighe (2005)

Traditional Design – Course Organized by Weekly Topic GEN ED Example – Media Influences on American Culture (100-level course) This course introduces students to the most prominent forms of media that influence and affect social, political, and popular culture in America.

Weekly Topics Week 1: The Influence of Mass Media on Culture Week 2: The Internet and Social Media Week 3: Music, Radio, Television, Games, and Film Week 4: News Media Week 5: Advertising

Traditional Assessment Essay with the following requirements: Describe major developments in mass media in last century and how they influenced American culture. Explain how media convergence affects everyday life. Explain why media literacy is important for responsible media consumption.   DESIGN

Spady 1: Clarity of Focus Learning outcomes Drive assessment design Emphasize application and creation of knowledge Represent significant skills (academic, job, life) Are clearly expressed and transparent to learner

Traditional Assessment Essay with the following requirements: Describe major developments in mass media in last century and how they influenced American culture. Explain how media convergence affects everyday life. Explain why media literacy is important for responsible media consumption.  

1. Clarity of Focus—Outcomes --“...lifelong learning skills and dispositions” Competency 1: Evaluate messages and representations in various forms of media.

Spady 2: Design Down Assessment decisions should be linked directly to the stated outcome. Assessment design should be as authentic/real-world as possible. Purpose of assessment should be clearly communicated.

Outcome-Based Assessment Competency: Evaluate messages and representations in various forms of media. Introduction: Media literacy empowers individuals to question and evaluate the messages to which they are repeatedly exposed so that they can be more active, informed media consumers in a complex, technology-driven environment.

Outcome-Based Assessment Instructions: Choose three media selections (books, TV shows, movies, blogs, radio shows or podcasts, songs, etc.) that were significant to your development or that are especially representative of your identity. Explain how the messages and/or representations in the media examples resonated with your or influenced your values and perceptions.

Process for Converting Assessments Course description Program outcomes (PSLO) Learning resources Professional standards Note: Learning objectives support the outcome, so the exiting LOs in a course are revised (or removed) as needed.

Spady 3: High Expectations - Rubrics “Excellence is not a mere uniform correctness but the ability to unite personal style with mastery of a subject in a product or performance of one’s design. There is thus no possible generic test of whether student work is “up to standard.” Rather, the ‘test’ of excellence amounts to applying a set of criteria that we infer from various idiosyncratic excellent performances, in the judging of diverse forms of local student work” (Wiggins, 1991, p. 19).

Setting Standards of Quality Not Met (No Credit) Met (Pass = B) Mastered (Pass = A) Not enough information is provided to judge performance OR Product shows that the student lacks understanding  Enough detail is provided to judge knowledge and effort Sufficient understanding is demonstrated Thorough description/ performance shows that the student is using complex thought processes with the learning content and making advanced connections between ideas

Spady 4: Expanded Opportunity Multiple attempts Strategic support (progress toward competencies assessed regularly) Variety of learning resources Spady 4: Expanded Opportunity “All authentic outcome-based systems make WHAT and WHETHER students learn successfully more important than WHEN and HOW they learn it” (Spady, 1994, p. 25).

Your Turn 5 minutes Read and critique the Example Assessment from Traditional Course handout (p.2 of your packet). What problems do you see with this assessment? What outcomes would be appropriate? What opportunities for improvement do you see? When finished, discuss with your neighbor.

Share Problems Opportunities Outcomes What opportunities do you see for redesigning assessments at your own institution? What challenges do you anticipate?

Connect We appreciate your feedback. Please complete the session evaluation. Erin Hugus Instructional Designer Erin.Hugus@phoenix.edu Mary Tkatchov Assessment Manager Mary.Tkatchov@phoenix.edu Center for Competency-Based Education

References Glatthorn, A. (1993). Outcomes-based education: Reform and the curriculum process. Journal of Curriculum and Supervision, 8(4), 354-363. Killen, R. (2000). Outcomes-based education: Principles and possibilities. Unpublished manuscript, University of Newcastle, Faculty of Education. Spady, W. (1994). Outcome -based education: Critical issues and answers. Arlington, VA: American Association of School Administrators. Wiggins, G. (1991). Standards, not standardization: Evoking quality student work. Educational Leadership, 48(5), 18-25. Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.