1. What to Do with Data ? !

2. A recap from the last time we were together

3. FREE MONEY!

4. Classroom Assessment Techniques
Assessment DOGs =
Depend
Only on
Grades
Assessment
CATs =
Classroom
Techniques

5. So when it comes to assessment...

6. CATS RULE

7. DOGS DROOL

8. FREE MONEY!

9. Review
In our August Faculty Workshops, Dr. Clawson’s presentation focused on helping us develop Rubrics & other Scoring Guides.
As she pointed out, rubrics and scoring guides are forms of Authentic Assessments (a.k.a. Performance Assessments, Alternative Assessments, or Direct Evidences of student learning.)

10. Review
What is the difference between direct and indirect evidences of student learning?

11. Review
Direct evidence of student learning is tangible, visible, self-explanatory evidence of exactly what students have and haven’t learned.
Indirect evidence, on the other hand, provides signs that students are probably learning, but the evidence of exactly what they are learning is less clear and less convincing.
Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

12. Review Normally grades are indirect evidences of student learning. . .
When can grades be considered direct evidence of student learning?

13. FREE MONEY!

14. Assessments Yielding Direct and Indirect Evidence
Last month we saw that, while grades and other indirect evidences can be an important part of an assessment program, no assessment effort should consist of indirect evidence alone.
Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

15. Assessments Yielding Direct and Indirect Evidence
Last month we broke into small groups to brainstorm some additional Classroom Assessment Techniques we could use besides rubrics, including . . .
Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

16. Classroom Assessment Techniques
Kind of
Evaluation
CAT’s Name
Course
Knowledge &
Skills
One-Minute
Paper
One-sentence summary
Chain Notes
Application
cards
Memory
matrix
Student-generated test
questions
Muddiest
Point
Attitudes,
Values, & Self-
Awareness
Journals
Everyday Ethical Dilemmas
Double-Entry
Journal
Reactions to
Instruction
Methods
Suggestion
Box
Student Rep Group
Exam
Evaluations
Peer Review
NOW that you are getting results from your CATs . . .

17. What to Do with Data ? !
Rejoice, Revise, Record, Report

18. FREE MONEY!

19. Rejoice Celebrate! Publicize!
Because the purpose of assessment is usually to improve teaching and learning, it’s easy to focus on problem areas and not celebrate positive findings. If your CAT indicates that learning objectives are being met . . .
Celebrate: Brag a little! Just don’t call it bragging, call it sharing and encouraging!
In a few moments I’ll be asking you to share some of your success stories, so be thinking about some examples.
Publicize: Your successfully CATs could be turned into a journal article, a doctoral dissertation, or even a book!!
Okay, maybe a stretch, but in a few minutes well look at how we do need to record and report your CAT results.
Celebrate!
Publicize!
Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

20. Revise Motivated to . . . [see handout]
So you can rejoice if your CATs indicate learning objectives are being met.
But if a CAT indicates some of your learning objectives are not being met, you may need to revise some things. But don’t be discouraged, be motivated!
Motivated to [see handout]

21. Revise Consider Your Learning Goals Do you have too many goals?
Are your goals appropriate?
Should you clarify or refine your goals?
Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

22. Revise Consider Your Curriculum
Make some tough choices regarding your priorities for student learning goals.
Ask others to assess same skill or concept.
Give students more responsibility for learning on their own.
Look for ways to use class time more effectively.
If you found you have too many goals, you may need to decide which are the most important and crucial ones.
Ask other faculty member to asses same skill or concept. If it is a hermeneutical skill, other Bible faculty can assess it in Bible courses. If it is an information literacy skill, other faculty can assess it in the writing intensive courses.
Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

23. Revise Consider Your Teaching Methods
Your handout includes the class-specific suggestions from Linda Suskie’s list. But rather than read through them . . .
Your handout includes the class-specific suggestions from Linda Suskie’s list. But rather than read through them [NEXT SLIDE]
Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Boston: Anker Publishing, 2004.

24. CAT Tales
. . . I rather hear first-hand reports of how you all have revised your teaching methods based upon CAT results
OR how you affirmed that your teaching methods DIDN’T need revising based upon positive CAT results.
Here’s your chance to REJOICE and CELEBRATE so others might be encouraged.
I rather hear first-hand some ways in which you all revised your teaching methods based upon CAT results OR even how you affirmed that your teaching methods DIDN’T need revising based upon positive results. I.E. I want to hear you REJOICE and CELBRATE in other to encourage the rest of us.

25. FREE MONEY!

26. Record It’s time to Record and Report the findings of your CAT.
Use any type of summary appropriate…
Paragraph summary
Charts
Tables
Graphs

27. Report
So data can be incorporated into COAPs, ‘publicize’ your summary data with as many of the following as appropriate*:
your department chair
your division chair
other division or
department chairs
[*Use curriculum map for course.]
If it shows evidence that a departmental objective is being met, share your summary report with you chair.
If it shows evidence that an objective within your division is being met, share your summary report with you division chair.
If it shows evidence that an objective from another department or division is being met, share your summary report with them.

28. Examples of Recording/Reporting
“After an in-class internet search of websites, 96% of the class were able to identify valid and reliable sites versus questionable sites by using a standard rubric.”
Since this is evidence that an information literacy goal is being met . . .
Report to: Arts & Sciences Division Chair

29. Examples of Recording/Reporting
“93% of students in the course were able to define and defend a biblical world view regarding abortion by means of a term paper.”
Since this is evidence that a Biblical Division goal is being met . . .
Report to: Biblical Division Chair

30. Curriculum Mapping How do you know who to report to?
Very soon you will be getting instructions on how to map your Fall 2009 course objectives to higher level objectives (Department, Division, General Education Goals, Information Literacy Goals, and Core Knowledge & Skills)

31. Indicate which LBC Objective your Objective Addresses
COURSE TITLE
Indicate which LBC Objective your Objective Addresses
Biblical Education Objectives 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
BE #
Articulate a basic knowledge of scripture and theology. 1 
1  
  1
Apply a valid hermeneutical method and research skills in biblical interpretation. 2 
Demonstrate an exegetically sound, biblically informed, historically and culturally sensitive theological method.  3
Appraise differing biblical, theological, cultural, and historical views.  4
Formulate a biblical worldview demonstrated in life and ministry. 5   5
Exhibit sensitivity to the global community in biblical and theological dialogue. 6 
Display a commitment to grow scripturally and theologically. 7   7

32. Curriculum Mapping
Only map those courses that are part of the new curriculum.
If you teach a course with multiple sections and more than one instructor, you may wish to ‘compare notes’ as you complete the form.
I would like these returned to me before finals week.
The curriculum mapping is in EXCEL format. And while we tried to make the process as simple as possible and include quite detailed instructions, you may wish to . . . 32

33. Cashing in on your CAT
Be sure to submit your best CAT by 12/9/09 to be judged for a chance at one of five $20 Park City Mall Gift Certificates, just in time for Christmas!
[A rubric was sent a few weeks back.]
NO, I don’t want to buy your house cat! 33

34. See email sent on 10/14/09 or contact dmort@lbc.edu for more info.
FREE MONEY!
12/09/09
See sent on 10/14/09 or contact for more info.