GEF Assessment Pilot Basic Training Teaching and Learning Commons West Virginia University

GEF Program Assessment We are looking at aggregate level performance in the GEF outcomes Aggregated student performance trends and distributions per outcome GEF Area to Outcome coverage data GEF Area to Outcome performance data We are NOT looking at individual courses, instructors, or students

Fundamental #1: Outcomes Learning Outcomes What specific things do we want our students to be able to do These belong to your program, department, your course, and the GEF program as a whole And are probably different at each level The GEF program will use the four LEAP outcomes and sub-competencies as their outcomes Task 1: Identify the LEAP outcome you will assess If your course has already gone through the CIM course change process, use the LEAP in that process. If not, feel free to pick one at will.

Fundamental #2: Measures Assessment Measures What specific task (preferably one that exists as a part of your course already) will you use to demonstrate whether or not students achieve the outcome The best measures are authentic to the course they come from Task 2: Identify what assignment you will use as your measure Things like essays, projects, and portfolios are typically better than tests

Fundamental #3: Metrics Assessment Metrics A scoring mechanism (that isn’t simple grading or SEIs) Scaled Rubrics, checklist rubrics, grade-to-slo-conversions, holistic scoring guides, custom rubrics or scoring guides The GEF program will be using the sixteen Value rubrics that were developed in tandem with the LEAP outcomes LEAP outcome #1 doesn’t seem to have a rubric… Task 3: Identify which Value rubric you will use to score the assignment

Why using the value rubrics is a must Assessment metrics measure how close students are to ‘learning’ or ‘performing’ or ‘being competent’ in that objective/outcome relative to an ideal program standard ***The GEF pilot standard is where we would expect a student to perform upon graduating with a four-year degree*** Formative assessments should show students performing below the standard Otherwise, why are they here? What do they have to learn? The GEF program will provide university-wide formative assessment Summative assessments should show students performing at or near the standard Otherwise, what has your program taught them to do?

The Problem with Grades Grades measure how well students perform on a task or in a course at an aggregate level specific to expectations for that course Remember, we are measuring to a standard that is expected at four-year graduation Grades can include other aspects that aren’t directly related to the objective Attendance, Format, Partial Credit Even when a grade doesn’t include those other areas of student performance, they still might not accurately assess student learning of a particular objective/outcome or at the level of the standard Do ALL the graded items reflect a particular outcome? Should graded assignments across a semester count equally towards demonstrating competency?

Practical implications of measuring to a standard Grades in a course will not be reflected by assessment It’s ok to have many students getting As and Bs and simultaneously getting 1s and 2s in the assessment scoring

What do I need to actually do Score the assignment identified before with the rubric you chose Use the resources here if needed: https://westvirginiauniversity.sharepoint.com/sites/gefpilot/SitePages/Home.aspx Fill out this survey with your results: http://wvu.qualtrics.com/SE/?SID=SV_9FThV0a53z2l10p

Or, there’s door #2 Faculty copy the designated assignments and upload or physically send those assignments to ‘a scoring group’ The scoring group meets for a few hours to do that scoring and aggregate the data as they go Less work for individual faculty, more work for a small group More contact with student work and faculty assignments by others