1. Authentic Assessment: Texas Core
Loraine Phillips, Ph.D.
Associate Provost, Georgia Institute of Technology
Lamar State College – Port Arthur
March 28, 2018
Port Arthur, Texas

2. Overview What is authentic? Alignment and Design
Assignments and Resources
Rubrics
Data

3. Direct measures of what students know and are able to do
What is Authentic?
Focusing on Student Achievement in the context of the learning environment
Direct measures of what students know and are able to do
Real student work
Direct measures – What students know and can do, not what they “think” they can do.

4. Question we asked ourselves:
What is Authentic?
Question we asked ourselves:
Are all students expected to produce work at designated milestones?
2. Are rubrics used to review and
describe the quality of the work?
Taken from: Our Students’ Best Work: A Framework for Accountability Worthy of Our Mission, AAC&U, 2nd Edition, 2008

5. Question we asked ourselves:
What is Authentic?
Question we asked ourselves:
3. Do these milestone assignments prepare students for their future?
4. Does the curriculum prepare students for these expectations?
Taken from: Our Students’ Best Work: A Framework for Accountability Worthy of Our Mission, AAC&U, 2nd Edition, 2008

6. Align the Texas Core Objectives/Learning Goals with the Core Courses
Curricular Alignment
Align the Texas Core Objectives/Learning Goals with the Core Courses
Critical Thinking
Communication
Personal Responsibility
Social Responsibility
Empirical and Quantitative Skills
Teamwork

7. Curricular Alignment
Build on our coherent Core Curriculum program and include multiple points for practicing authentic student learning and signature work such that the design aligns the learning experiences and opportunities for authentic assessment

8. Before Data…there is Design! How do you know what data you need?
Assessment Design
Before Data…there is Design! How do you know what data you need?

9. Start at the end and work backwards.
Assessment Design
Start at the end and work backwards.

10. From the Teaching Commons, Stanford University

11. Try designing Assessment backwards
Assessment Design
Try designing Assessment backwards

12. Assessment Design
Using multiple points for practicing authentic student learning based on the outcomes; identify best opportunities for assessment.

13. Core Objectives Mapped to Foundational Component Areas
Critical
Thinking
Communication
Skills
Empirical &
Quantitative
Teamwork
Social
Responsibility
Personal X
Optional
Mathematics
Life and Physical Sciences
Language, Philosophy, and Culture
Creative Arts
American History
Government/ Political Science
Social/
Behavioral Science

14. Align courses with the Component Area Definitions
How?
Align courses with the Component Area Definitions
Infuse the Core Objectives in the appropriate courses
Map Student Learning Outcomes to Component Area Definitions
Assess the Core Objectives

15. THECB and SACSCOC
Alignment Expectations: Texas Assessment of core objectives SACSCOC Principles 8.2.b

16. Question:
What institutional assessment approaches will fulfill Texas Core Objectives and SACS requirements?

17. Good Practice Assessment Approaches
Answer:
Direct Measures
Good Practice Assessment Approaches
Embedded Assessment
Common Assignments
Standardized Assessment that Align with Outcomes/Objectives
Locally Developed Assessment

18. Some Pluses— Organic Student Work Double-dip from Program Assessment
Course Embedded
Some Pluses—
Organic Student Work
Double-dip from Program Assessment

19. Use at least one Direct Assessment per Texas Core Objective
You Gotta…
Use at least one Direct Assessment per Texas Core Objective

20. Good Practice calls us to…
Use multiple methods
If your institution uses an indirect measure, include those.
Surveys—engagement, graduation, perception, inventories
Participation—Co-curricular
Core completer #’s
Graduation or Transfer #’s

21. Good Practice calls us to…
Consider Validity
Consider Reliability

22. To Consider
Do your assignments offer students the opportunity to demonstrate the outcomes required for your Core Curriculum Course?
Assignment Library:

23. To Consider
Assignment Design and Alignment
Assignment Charrette Toolkit: g/assignmenttoolkit.html
National Institute for Learning Outcomes Assessment (NILOA)
/index.html

24. Three Objectives per year Sampling approaches
Consider:
2- year Schedule
Three Objectives per year
Sampling approaches

25. Valid Assessment of Learning in Undergraduate Education (VALUE)
VALUE Rubrics
Valid Assessment of Learning in Undergraduate Education (VALUE)
Large Scale Assessment applied to authentic student work by faculty panels
Adaptable

26. One Assessment Method- Rating authentic student work
Recommendations for implementation
Focus on Signature Assignment selection
Use multi-disciplinary teams of faculty raters
Begin rating day with calibration activity led by a facilitator (a faculty expert who will discuss and operationalize the rubric dimensions)
Check inter-rater agreement after first set of papers are rated and monitor at regular intervals
Track student demographics for identifying trends in student attainment

27. Questions?