SPUR YOUR ASSESSMENT ENTHUSIASM HOW SIMPLIFYING ASSESSMENT CAN TURN SKEPTICS INTO APOLOGISTS Brandy Hoffmann, Department of Writing Studies PH: x bhoffma2

Assessment is just…  “Are they getting it?”  “Are we doing what we can to make sure that they get it?”

The Challenge? “The challenge is to identify what is healthy and productive about assessment and use it to improve the institution as well as to meet the requirements of accreditors and other external audiences.” – Barbara Walvoord, Assessment Clear and Simple

The KEYs to Worthwhile Department Assessment Optimism Simplicity Efficiency

Optimism? My Role as Assessment Coordinator I will acknowledge and help alleviate “Assessment Hostility Disorder” (AHD) – John C. Bean I will help colleagues focus on improving their teaching, period. I will relieve colleagues of assessment related busy work.

THE SIMPLICITY MANDATE Barbara Walvoord says,  Assessment need not be complicated. Linda Suskie asks for…  Simple, flexible approaches.

Simplicity? “Let’s talk about our teaching, their learning.” In Writing Studies … 1. We will stop assessing everything at once. 2. We will focus on 1 to 3 outcomes per school year. 3. We will hold two assessment meetings per school year. 4. We will create small faculty groups for implementation. 5. We will embed assessment, not add it. 6. We will compose short, meaningful assessment reports. 7. We will let assessment evolve over time. 8. We will talk about our teaching. 9. We will ACT to improve student learning.

Efficiency? Organizing Assessment Practices  ePortfolio Community Pilot  Non-academic Moodle Site  An assessment coordinator

Assessment has Changed my Classroom Transparency via… In-class writings about course and individual goals In-class discussions about course and individual goals Collaborative rubrics Repeated opportunities to practice skills Revision opportunities An assignment series to assess progress ePortfolio as a tool for continuity & reflection Asking students to assess themselves

WGAD? Assessment as a tool for cutting out BS We should ask our students Why? We should ask ourselves Why? The students should ask us Why? The students should ask themselves Why?

Does everyone have to be enthusiastic? No. Part of my role is to welcome detractors. It’s good to keep an attitude of skepticism. It’s good to say, “You probably have good reasons to dislike assessment.”

Assessment as Innovation The Innovation Movement Assessment encourages innovation. Assessment doesn’t take teaching for granted. Assessment asks us to consider how our students learn, not just if they’re learning. Transparent assessment helps student make connections