1. An assessment vehicle Wayne Gawlik, Business Education Joliet Junior College gawlik_assessment fair_2/13/09

2. What’s in a name? Student Assisted Assessment?SAA Student-Teacher Dynamics?STD Interactive & Reflective Study?IRS Objective & Measurable Goals?OMG Review Assessment Target Survey?RATS Collaborative Review Assessment Program?CRAP POWER STEERING!PS

3. Power Steering DEFINITION: EASIER TO MAKE TURNS, EASIER TO AVOID POTHOLES, EASIER TO MAKE COURSE CORRECTIONS! SAME FOR THE CLASSROOM! gawlik_assessment fair_2/13/09

4. Power Steering Challenge: To find or create a tool that can be immediately applied to assess and evaluate current concepts, collaboratively, anonymously, and to do it… Quickly! (Marsh & Willis, 2003), (Shelly, Cashman, Gunter & Gunter, 2004) gawlik_assessment fair_2/13/09

5. Power Steering Start with good ‘ol Ben (Bloom) Knowledge: arrange, define, duplicate Comprehension: describe, discuss, explain Application: apply, choose, demonstrate Analyze: analyze, appraise, criticize Synthesis: assemble, collect, construct Evaluation: argue, assess, judge, evaluate gawlik_assessment fair_2/13/09

6. Power Steering http://www.officeport.com/edu/blooms.htm http://oaks.nvg.org/taxonomy-bloom.html I’m sure there is a ton of Bloom out there… gawlik_assessment fair_2/13/09

7. Power Steering Human Relations – MGMT 102 Communication and Feedback Assessment objectives: Understand the importance of feedback in the communication process Understand the barriers to constructive communication Discover three ways to break down barriers and to improve communication gawlik_assessment fair_2/13/09

8. Power Steering MGMT 102 Human Relations Communication and Feedback Task: While sitting in student desks, in pairs, and back-to- back, choose a sender and a receiver. Sender: arrange a set of four dominoes on the desk. Receiver: listen for instruction so as to arrange your set of four dominoes EXACTLY as your partner. Senders and only describe – Receivers can only listen gawlik_assessment fair_2/13/09

9. Power Steering LEARNING ASSESSMENTSP2009 MGMT 102 HUMAN RELATIONS Define: (knowledge-comprehension) 1.Communication feedback 2.Communication barriers 3.Three ways to improve communications What did I get out of this project? (application) Was it helpful to discuss the project in small groups to better understand the concept of control? (analysis) Check the most correct response: (evaluation – assessment) This project clarified for me effective communications. This project strengthened my understanding of effective communications. This project reinforced my knowledge of effective communications. This project confused my understanding of the communications process. This project was a waste of time. gawlik_assessment fair_2/13/09

10. Power Steering Results 29 respondents: In the definition area – described, recognized and explained the importance of feedback, barriers, and personal ways to improve communications. In the personal application area – many comments about the difficulties of effective communication. In the small group effectiveness area – all positive responses In the assessment area – (3) project clarified effective communication; (22) project strengthened my understanding of effective communication; (4) reinforced my existing knowledge of effective communication gawlik_assessment fair_2/13/09

11. Power Steering Principles of Management – MGMT 101 Control Assessment objectives: Understand the importance of a decision evaluation - control system Understand the three types of control Discover ways to effectively use control systems to strengthen managerial decision-making gawlik_assessment fair_2/13/09

12. Power Steering Situation: In small groups (4-5 students), evaluate, discuss, and critique the following scenario: Anna is asked to do the supper dishes by her mom. After 15 minutes, Anna claims the chore was done and goes off to the family room to watch television with the rest of the family. Hours later, after Anna goes to bed…mom goes into the kitchen to find an unacceptable mess. Mom wakes up Anna, demanding that she finishes her chores. How would a preliminary, concurrent, and feedback decision- evaluation control system solve this problem? gawlik_assessment fair_2/13/09

13. Power Steering LEARNING ASSESSMENTFL2008 MGMT 101 PRINCIPLES OF MANAGEMENT Define: (knowledge-comprehension) 1.Feedforward (preliminary) controls 2.Concurrent controls 3.Feedback controls What did I get out of this project? (application) Was it helpful to discuss the project in small groups to better understand the concept of control? (analysis) Check the most correct response: (evaluation – assessment) This project clarified for me the control function of management. This project strengthened my understanding of the control function of management. This project reinforced my knowledge of the control function of management. This project confused my understanding of the control function of management. This project was a waste of time. gawlik_assessment fair_2/13/09

14. Power Steering Results 55 respondents: Defined and described sufficient knowledge/comprehension of the topic. Realized and suggested ways to apply the importance of control systems Felt the small group – collaborative format was helpful Evaluated and assessed – (8) said the project clarified the control function; (36) said the project strengthened the understanding of the control function; (10) said the project reinforced understanding of the control function; (1) said the project confused the understanding of the control function. gawlik_assessment fair_2/13/09

15. Power Steering Corporate Finance – FIN 201 Financial ratios Assessment objectives: Understand the application of financial ratios as it applies to the balance sheet Applying ratios to determine managerial effectiveness Discover two ways to analyze current ratios gawlik_assessment fair_2/13/09

16. Power Steering The scenario… H:\FIN 201\Using_financial_ratios.ppt gawlik_assessment fair_2/13/09

17. Power Steering LEARNING ASSESSMENTSP2009 FIN 201 Corporate Finance Define: (knowledge-comprehension) 1.What is a ratio? 2.How does it help a corporate finance manager make better decisions? 3.Two ways to use financial ratios: What did I get out of this project? (application) Was it helpful to discuss the project in small groups to better understand the concept of financial ratio? (analysis) Check the most correct response: (evaluation – assessment) This project clarified for me the effective use of financial ratios. This project strengthened my understanding of financial ratios. This project reinforced my knowledge of financial ratios. This project confused my understanding of the ratio process. This project was a waste of time. gawlik_assessment fair_2/13/09

18. Power Steering Results 23 respondents: Defined and described sufficient knowledge/comprehension of the topic. Realized and suggested ways to apply the importance of financial ratios in managerial decision-making Felt the small group – collaborative format was helpful Evaluated and assessed – (4) said the project clarified the use of ratios; (16) said the project strengthened the understanding of the managerial ratios; (1) said the project reinforced understanding of the ratios; (2) said the project confused the understanding of the managerial ratios. gawlik_assessment fair_2/13/09

19. Power Steering Conclusion… 107 respondents: 14% of all respondents felt the collaborative efforts of the small group project helped clarify understanding of the topic 69% of all respondents felt the project strengthened understanding of the topic 14% of all respondents felt the project reinforced their understanding of the topic 2% were more confused than ever! gawlik_assessment fair_2/13/09

20. Power Steering Therefore… Share all results with students, IMMEDIATELY I’ll continue to supplement lectures with small group projects… I’ll continue to ask students to help me evaluate the effectiveness of the presented content. I’ll offer tutoring for confused students…during my office hours. gawlik_assessment fair_2/13/09

21. Power Steering References Benjamin Bloom and the taxonomy of learning (2008). Retrieved February 12, 2009, http://oaks.nvg.org/taxonomy-bloom.htmlhttp://oaks.nvg.org/taxonomy-bloom.html Bloom’s taxonomy. Retrieved February 12, 2009, http://www.officeport.com/edu/blooms.htm http://www.officeport.com/edu/blooms.htm Marsh, C. and Willis, G. (2003). Curriculum, alternative approaches, ongoing issues. Upper Saddle River, NJ: Pearson Shelly, G., Cashman, T. J., Gunter, G., Gunter, R. (2004). Integrating technology in the classroom, 3 rd ed., Boston: Thomson gawlik_assessment fair_2/13/09

22. Power Steering Thanks… A lot! gawlik_assessment fair_2/13/09