Present at the Creation Milton D. Hakel Department of Psychology Bowling Green State University (419) Copyright Milton D. Hakel, 2003

Alfonso X, The Learned  Lived in Challenging Times  Wrote on law and history  Wrote poetry  Deposed by Dukes and his son

“Had I been present at the creation, I would have given some useful hints for the better ordering of the universe.” Alfonso X, the Learned, King of Spain,

Present at the Creation 1.A newly emerging science of learning Widespread recognition that “education as usual” is inadequate Growing awareness that high-stakes testing is the wrong answer 2.Realization that learners construct their knowledge and skills 3.Steady advances in information technology capabilities and tools

Present at the Creation 1.A newly emerging science of learning Widespread recognition that “education as usual” is inadequate Growing awareness that high-stakes testing is the wrong answer 2.Realization that learners construct their knowledge and skills 3.Steady advances in information technology capabilities and tools

Science of Learning  An emerging field  Dependable findings  Key publication: How People Learn: Brain, Mind, Experience and School  Fragmented literatures  Scattered applications, little replication

A great beginning….  Learner-centered  Knowledge-centered  Assessment-centered  Community-centered  By Bransford, Brown & Cocking, National Academy Press, 1999

The Assessment Imperative  Assessment is a primary means through which universities show that we are accomplishing our educational purposes  Continued accreditation requires evidence that our students are gaining proficiency in skills and competencies essential for all college-educated adults

Current Practice: Summative Assessment  Typical University Measures Admission Test Scores, HS Rank Enrollments, Enrollment Trends Grade Point Averages Graduation Rates, Latencies  What evidence of learning do these measures reflect?

The Issue: Knowledge is necessary for effective performance, but Knowledge is not sufficient for effective performance Measuring knowledge is not enough

You Can’t Fatten a Hog by Weighing It The Bottom Line:

Present at the Creation 1.A newly emerging science of learning Widespread recognition that “education as usual” is inadequate Growing awareness that high-stakes testing is the wrong answer 2.Realization that learners construct their knowledge and skills 3.Steady advances in information technology capabilities and tools

Needed Practice: Formative Assessments  Constructed responses  Clearly defined, observable learning outcomes  Reflective self assessment  Longitudinal tracking of development

Formative Assessments  Topics Scientific Foundations Design Principles Assessment Practices Future Directions  By Pellegrino, Chudowsky, and Glaser; National Academy Press, 2001

Key Questions  Who is learning?  Who is learning for?

Learning goes beyond knowing to being able to do what one knows

The Goal: Better Learning  How can we apply and extend new knowledge of how people learn, think, and remember?  How can we promote engagement in learning?  How can we foster durable learning and effective academic performance?

Learning That Lasts  Alverno College’s longitudinal study  Assessment-as- learning By Mentkowski and Associates, Jossey- Bass, 2000

Present at the Creation 1.A newly emerging science of learning Widespread recognition that “education as usual” is inadequate Growing awareness that high-stakes testing is the wrong answer 2.Realization that learners construct their knowledge and skills 3.Steady advances in information technology capabilities and tools

Portfolios  Portfolios are cumulative records of accomplishments, showing developmental progress and/or current proficiency  Uses: student development and learning, student reflection, academic advising, campus employment, career planning, program assessment, and/or student evaluation/grading

Electronic Portfolios  Students create, edit, and upload examples of their best performances for regular review, anytime, anywhere  Both baseline performance and the cumulative record of development will be easily retrievable by students themselves, advisors, instructors, and other authorized university staff members

ePort Desired Features  Easy use (add new materials, new users)  Access anywhere, anytime via a web connection  Include audio and video files  Under joint control, and in institution’s possession

ePort Desired Features  Sophisticated security and access permissions  Search by title or any indexed attribute  Trace cumulative patterns of learning  Compare portfolios of many students  Scaleable

Future Practice: Cumulative Assessment

BGSU’s quest to become more learner-centered  Institutional goal: to become the premier learning community in Ohio and one of the best in the nation  Ohio’s Success Challenge Initiative  First-year and residential programs  Assessment of student learning outcomes  Academic plan is being implemented

What ARE the core abilities that education should foster?  Critical and constructive thinking analysis, synthesis, problem solving, judgment, decision making  All facets of communication write, present, read, listen, information literacy, numeracy  Social interaction influence others, participate in groups and teams, and lead in diverse settings and cultures

Freddie’s Matrix

Current Status at BGSU  Pilot projects began in August, 2003 Springboard, a first-year experience course Music Education Critical Thinking about Values in Biology  421 portfolio accounts, over 1600 logins  Expanded pilots next semester

Significant Challenges  Time—too little of it  Money—too little of it  Imagination—too little of it  Patience—too little of it  Programming assistance—too little of it  Buy, build, or adapt? Yes to all three!

Electronic portfolios will be, to the science of learning, what the Hubble Space Telescope is to the science of astronomy