Assessing Tomorrow’s Leaders Today in an Integrated Reading and Writing Course NADE 2015 – Greenville, SC Kina Lara and Tina Willhoite San Jacinto College – South Campus

Participants will have the opportunity to: understand the differences between formative and summative assessment in an IRW course. learn about successful approaches to assessment in the IRW classroom. understand the role that portfolios can play in assessing student learning in an IRW course. learn how to incorporate portfolios into their IRW courses.

Offer at least 1 upper level IRW section by Spring 2014 All upper level IRW offerings by Spring 2015

As part of DEDP grant, San Jac piloted an upper level IRW course (ENGL 0311) in Fall 2011, Spring 2012, and Summer New teaching methods, assignments, and assessments were developed, tested, and modified under the grant. Upper and lower level courses went through the curriculum process at the college. Syllabi and course agendas were created by faculty. Textbooks and technology were selected by faculty.

All 3 San Jacinto College campuses decided on full implementation of both lower and upper levels beginning in Fall Agreed upon by faculty and administrators across the district Faculty worked together to develop curriculum through professional development workshops and symposiums, inservices, discipline enrichment, and committee meetings True collaboration between reading and writing faculty and willingness to make changes when necessary

Students now placed by TSI Assessment approved cut scores Class sizes reduced from 25 to 20 More communication among IRW faculty, counselors, educational planners, and advisors All new adjunct faculty assigned a full-time faculty mentor IRW faculty work with ENGL faculty to align curriculum Higher expectations of students Final portfolios instead of final exams

Informal assignments usually done in class Low stakes assignments with low or no point value Goal of monitoring student learning and providing ongoing feedback Helps students identify strengths and weaknesses Helps faculty recognize where students are struggling and address needs immediately

Some Examples of Formative Assessment Written Reflections Quick follow up at the end of a lesson Checks for Understanding Assess comprehension in a group setting WrappersUse reflective questions to help students develop skills to monitor learning and adapt as needed

Minute Papers – allow students to articulate and record what they have learned Example: What are the two (three, four, five) most significant (central, useful, meaningful) things you have learned during this lecture? Muddiest Points – allow students to indicate areas of confusion Example: What questions remain after this lecture? Is there anything you did not understand? Take these up and discuss at the beginning of the next class.

Polls – many free polling websites students and professors can access through smartphones and laptops (ex: Poll Everywhere, Snappypoll, Kahoot) Clickers – many colleges provide these with easy to use software Surveys – get students’ opinions or input on the course

Lecture Questions at end of class about key points Compare student responses to instructor’s Promotes active listening Helps students identify important information Homework Questions about students’ confidence before and after an assignment Gives students immediate feedback concerning the accuracy of their perceptions Exam Questions about preparation, surprises, remaining questions, study goals Helps students reflect on their study strategies Promotes metacognition

Formal assignments done in or out of class High stakes assignments with significant point value Goal of evaluating student learning at end of a unit or course against some standard or benchmark Faculty should use results to guide their teaching in future semesters

Some Examples of Summative Assessment ExamsObjective means of evaluating student learning Papers, Projects, Presentations Require students to synthesize information and create an original work PortfoliosCollection of student work throughout the semester

Best described as a systematic collection of student work and related material that depicts progress, skill mastery, and metacognition Should include evidence of student reflection and self-evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work Goal is for students to assemble portfolios that illustrate their reading, writing, and critical thinking capabilities

Process portfolio -- a purposeful collection of student work that documents student growth from novice to master. These portfolios actively engage students in their creation, especially in determining their goals, selecting work to be included, and reflecting on how each piece demonstrates progress toward their goals. Product portfolio -- demonstrates mastery of a learning task or a set of learning objectives and contains only the best work. These portfolios help students identify learning goals, document progress over time, and demonstrate learning mastery.

Counts as 20% of grade in INRW course Students compose over the entire semester Students demonstrate reading, writing, research, critical thinking, and metacognitive skills Individualized and ongoing feedback Can be print or electronic All faculty use a common rubric Students take pride and gain confidence

Promote self-evaluation, reflection, and critical thinking Based on genuine samples of student work Flexibility for students Shared responsibility Students receive extensive input Facilitate cooperative learning activities Learning in stages Measure multiple dimensions of student progress Allow you to be a transformational rather than transactional teacher

Any questions or comments for us?

Kina Lara, MA Integrated Reading/Writing Faculty , ext Tina Willhoite, MS Integrated Reading/Writing Faculty , ext. 3775