GE R UBRIC /A SSESSMENT AT CSUN: S TARTING S MALL AND S CALING U P Beth Lasky Anu Thakur Gigi Hessamian Mintesnot Woldeamanuel Nina Golden Ashley Samson.

Slides:



Advertisements
Similar presentations
Presentation of Teaching Portfolio to the Art Institute of Pittsburgh - Online Type Name Here List Degrees and Credentials Here.
Advertisements

Graduation and Employment: Program Evaluation Using Dr. Michele F. Ernst Chief Academic Officer Globe Education Network.
Confirming Student Learning: Using Assessment Techniques in the Classroom Douglas R. Davenport Dean, College of Arts and Sciences Truman State University.
Diane Ruiz Cairns, MBA, Ed.S.
Outcomes Assessment- Full Implementation Meeting Fall 2009.
Alternative Strategies for Evaluating Teaching How many have used end-of-semester student evaluations? How many have used an alternative approach? My comments.
APSU QEP. Explore practical learning experiences and opportunities to excel in life. APSU QEP.
What Behaviors Indicate a Student is Meeting Course Goals and Objectives? “Indicators”
Briefing: NYU Education Policy Breakfast on Teacher Quality November 4, 2011 Dennis M. Walcott Chancellor NYC Department of Education.
STUDENT LEARNING OUTCOMES ASSESSMENT. Cycle of Assessment Course Goals/ Intended Outcomes Means Of Assessment And Criteria For Success Summary of Data.
Working with Rubrics: Using the Oral Communication, Writing, and Critical Thinking Rubrics VALUE Rubrics Ashley Finley, Ph.D Senior Director of Assessment.
Writing an Effective Proposal for Innovations in Teaching Grant
Where Have We Been? Where Are We Going? Using Student Surveys to Assess and Improve Literature Courses Kelly Douglass, PhD Asst. Professor, English Riverside.
Part II of our Presentation… is based on projects in the Center for Teaching Excellence and The Office of Undergraduate Studies.
Becoming one with the SLO The Zen Of Assessment of SLOs And Rubric Writing.
PROFESSIONAL AND PROGRAMMATIC DEVELOPMENT Collaborative Assessment of Student Products.
GE R UBRIC /A SSESSMENT AT CSUN: S TARTING S MALL AND S CALING U P Beth Lasky, Director of GE Anu Thakur, Coordinator of Academic Assessment 1.
Multi-State Collaborative 1.  Ashley Finley ◦ Senior Director of Assessment and Research – AAC&U  Bonnie Orcutt ◦ Director of Learning.
Using Rubrics for Evaluating Student Learning Office of Assessment and Accreditation Indiana State University.
Writing Program Assessment Report Fall 2002 through Spring 2004 Laurence Musgrove Writing Program Director Department of English and Foreign Languages.
The Personal Development Plan (PDP)
NCAT Mid-Course Sharing Workshop June 20, 2012, Columbia, MO Human Anatomy Redesign.
Spring 2012 Pilot Project Module Nine A New Texas Core Curriculum 1.
-SLO Development Progress -SLO Activity -Assessment Progress -Support Needs.
Emporia State University Phil Bennett (Some Slides by Dr. Larry Lyman) Teacher Work Sample The Teachers College.
By Richard Schutt For Colorado Christian University Management of Web Based Classes EDU543 Professor Andrew Roob.
T HE R OLE OF C ALIBRATION IN A DVANCING F ACULTY L EARNING A BOUT S TUDENT L EARNING Terry Rhodes & Ashley Finley AAC&U Institute on Integrative Learning.
Assessing Tomorrow’s Leaders Today in an Integrated Reading and Writing Course NADE 2015 – Greenville, SC Kina Lara and Tina Willhoite San Jacinto College.
Eportfolio: Tool for Student Career Development and Institutional Assessment Sally L. Fortenberry, Ph.D., and Karol Blaylock, Ph.D. Eportfolio: Tool for.
Pierce College CSUN-Pierce Paths Project Outcomes Report 2013.
Student Learning Objectives (SLOs) “101”
WesternU Assessment Kick-off Meeting: The why’s, who’s, what’s, how’s, and when’s of assessment Institutional Research & Effectiveness Neil M. Patel, Ph.D.
Note: Because of slide animation, this ppt is intended to be viewed as a slide show.  While viewing the ppt, it may be helpful to obtain a sample Core.
Focusing on Learning Instead of Teaching Collaborative learning Collaborative learning Individual and group quizzes Individual and group quizzes Teaching.
Faculty Performance Evaluation Reports Grand Rapids Community College Faculty Evaluation System.
Turnitin Pilot Study Status Update to Faculty Council April 13, 2012.
Final Update on the New Faculty Course Evaluation & Online System November, 2003.
. Reaffirmation 2014Off-site review is completedOn-site review is February 2014QEP is ready to be submitted in January 2014.
Student Learning Objectives: Approval Criteria and Data Tracking September 17, 2013 This presentation contains copyrighted material used under the educational.
ASSESSMENT OF CORE SKILLS/ GENERAL EDUCATION OUTCOMES Angelina Hill, PhD Associate Director, Office of Academic Assessment.
Student Growth within the Teacher Professional Growth and Effectiveness System (TPGES) Overview 1.
EDU 385 CLASSROOM ASSESSMENT Week 1 Introduction and Syllabus.
The College of Education We develop educational leaders who create tomorrow’s opportunities.
Student and Faculty Perceptions of Goal Achievement in General Education Courses C. “Griff” Griffin Director, General Education Grand Valley State University,
What Your Program Needs to Know about Learning Outcomes Assessment at UGA.
What makes a good teaching activity? (T-P-S) In your experience, what are the components of your most successful teaching activities….????
Developing Rubrics within the Context of Assessment Methods Peggy Maki Senior Scholar Assessing for Learning AAHE
How Technologically Literate are EMCC Students ?.
1 An Evaluation Plan and Tool Kit for the Archibald Bush Innovative Teaching and Technology Strategies Grant Valerie Ruhe and J.D. Walker, Center for Teaching.
IN SUPPORT OF CONSISTENT FACULTY PEER REVIEW Senate Resolution S.R
T HE GE A SSESSMENT P ILOT : C OMPARATIVE C ULTURAL S TUDIES Gigi Hessamian Mintesnot Woldeamanuel Beth Lasky Anu Thakur.
Any fact of intellect, character or skill means a tendency to respond in a certain way to a certain situation Any fact of intellect, character or skill.
Faculty Performance Evaluation Reports Grand Rapids Community College Faculty Evaluation System.
Assessment Plans Council of Deans, March 22, 2007.
Orientation Meeting Humanities Distribution- Cycle B Fall 2012.
MUS Outcomes Assessment Workshop University-wide Program-level Writing Assessment at The University of Montana Beverly Ann Chin Chair, Writing Committee.
Dannelle D. Stevens, Ph.D., Antonia Levi, Ph.D. Portland State University October 4 & 5, 2010 University of Maryland University College 1.
NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. COMMON.
Road To Success Kathleen Bolland, PhD Javonda Williams, PhD, LCSW SUCCESS Next Exit Aligning curricular planning, teaching, and program evaluation to facilitate.
EDU 310 ASSIST I NSPIRING M INDS / EDU 310 ASSISTDOTCOM FOR MORE CLASSES VISIT
Faculty Performance Evaluation Reports Grand Rapids Community College Faculty Evaluation System.
What Difference Can Portfolio Make in Radiographer Work Practice
Learning Assessment Techniques
CRITICAL CORE: Straight Talk.
Pre-Course Assignment Grading Rubric
Student Learning Outcomes Assessment
Assessment History Since 2013 the department has performed ongoing assessment of RWS 100 & 200 comprised of Internal, department-driven, self-assessment.
Instructional Plan and Presentation Cindy Douglas Cur/516: Curriculum Theory and Instructional Design November 7, 2016 Professor Gary Weiss.
Teaching Effectiveness
COURSE EVALUATION Spring 2019 Pilot August 27, 2019.
Presentation transcript:

GE R UBRIC /A SSESSMENT AT CSUN: S TARTING S MALL AND S CALING U P Beth Lasky Anu Thakur Gigi Hessamian Mintesnot Woldeamanuel Nina Golden Ashley Samson 1

T HE T EAM Questionnaires to department chairs Responses from faculty teaching CCS Faculty who agreed to participate in the assessment Selection of 5 members: Different colleges and departments Tenured, tenure-track, full-time lecturer, part-time lecturer 2

T HE S TRATEGIC P LANNING PROCESS Discuss classes and assignments Similar assignments in each of the 5 classes Reflection papers Can we use this assignment as a signature assignment? Discussion of assignments and grading criteria THE PLAN: Assess sample reflection papers from each of the five classes using a common CCS rubric 3

D EVELOPING THE R UBRIC Developed rubric based on GE section SLOs and five professors’ sample rubrics/grading criteria Calibrate the rubric Each team member brought 15 assignments Randomly selected 8 papers from each class for a total of 40 papers Two members applied rubric to each paper Quantified results Updated rubric 4

THE RUBRIC Assignment Component Excellent 4 Good 3 Adequate 2 Poor 1 Content Reflection Articulates awareness of how own experiences have shaped perception towards other cultures and/or people with different backgrounds Identifies own experiences, biases or changing perceptions and gives significant supportive evidence. Identifies own experiences, biases, or changing perceptions and provides some supportive evidence Identifies either own experiences, or bias, or changing perceptions, but not enough supportive evidence. Does not identify own experiences, biases, or changing perceptions and provides no support Empathy/Openness Recognizes the feelings and views of others from diverse backgrounds Effectively discusses the feelings and views of others from diverse backgrounds Discusses the feelings and views of others from diverse backgrounds Adequately discusses the feelings and views of others from diverse backgrounds Does not recognize the feelings and views of others from diverse backgrounds Observations Descriptions about diverse group or contexts Observations are specific and objective with significant supporting data or facts Good observations that are specific with good supporting data or facts Observations are general with adequate supporting data or facts Lacking in observations and/or sufficient data. Application of Knowledge Links course concepts to personal views and experiences Effectively applies course concepts to personal views and experiences Good application of course concepts to personal views and experiences Adequately applies course concepts to personal views and experiences Does not apply course concepts to personal views and experiences Style Writing & Organization Writing is free from grammatical errors. Paper is well organized and flows well Paper has excellent grammar and organization Paper has good grammar and organization Paper has adequate grammar and organization Paper has many grammatical errors and poor organization 5

P RELIMINARY R ESULTS 6

D IFFERENCE IN S CORES BY T WO R ATERS 7

W HAT W E L EARNED Be specific about what a “reflection” assignment is Attach assignment directions to student papers Calibration and scoring need to occur on the same day 8

I MPLEMENTATION OF THE R UBRIC The team met again to discuss and make changes to the rubric based on feedback from team members Ask other instructors in CCS to use the rubric – presentations to General Education Council Various departments across campus Associate Deans Team members used rubric for grading in their classes 9

C ONTINUING THE P ROCESS Indirect assessment implemented in Spring 2014 – pre- and post-surveys to assess student motivation in the class The process shared with the Critical Thinking GE assessment/rubric team 10

T HANK YOU ! 11 QUESTIONS…