1. Lance Speelmon Scholarly Technologist Enhancing OSP for Programmatic and Institutional Assessment

2. Many thanks… Shoji Kajita, Nagoya University Lynn Ward, Indiana University John Gosney, Indiana University

3. IUPUI: Institutional Profile Indiana University Purdue University at Indianapolis Founded 1969 with a strong local mission Blended campus Metropolitan research university 20+ schools (15 with professional/pre-professional foci) Commuter campus, ~30,000 students (~20,000 undergraduates)

4. Approach to General Education Early 1990s - General Education based in the schools—distributive model Accreditation prompts internal reflection Campus mandate for change, specifically a centrally coordinated approach and specific learning outcomes for general education 1998 – Campus adopts a competency or ability- based model

5. Principles of Undergraduate Learning (PULs) Core Skills written and oral communication ability to comprehend, interpret, and analyze texts analytical (quantitative reasoning) Information and technological literacy Critical Thinking Integration and Application of Knowledge Intellectual Depth, Breadth, and Adaptiveness Understanding Society and Culture Values and Ethics

6. Assessment Needs Document and demonstrate the effectiveness of IUPUI’s approach to general education (HLCNCA and ICHE) Document student achievement in programs subject to specialized accreditation (Education, Engineering, Visual Communications, etc.) Standard reports that aggregate and summarize assessment data across courses and programs Filter and group on demographic and academic criteria

7. The Elephant in the US Living Room Department of Education – Spelling Commission 2006 Report: A Test of Leadership: Charting the Future of U.S. Higher Education Recommendation 3: Higher education institutions should measure student learning using quality assessment data from instruments such as, for example, the Collegiate Learning Assessment… Risks homogenized education We want a better solution…

8. Original Vision

9. Challenges Site-centric nature of OSP tools; no way to easily aggregate data across sites No tools to simplify management of very large sites Customization also makes it difficult to aggregate data; each department uses a different evaluation form and rating scale. No canned reports; every report requires an experienced XML programmer understands underlying data structures Academic programs more concerned with their own disciplinary outcomes than PULs

10. Current Vision: Phase 1: Goal/Outcome Linking Instructor or program administrator creates and publishes goal set; goal set becomes aggregation point Instructors in program can link any course assignment, matrix cell, or wizard page to one or multiple goals Students can attach examples of their work directly to one or multiple goals. Standardization of evaluation form elements makes it possible to aggregate and report data across courses and programs

11. Goal/Outcome Linking EDUC 301 EDUC 401 Practicum Portfolio Principles of Teacher Education

12. Filtering and Grouping Secondary Education

13. Phase 2: Goal/Outcome Mapping Program Outcomes Institutional Outcomes

14. Campus-level Aggregation via Mapping IUPUI

15. PUBLISHING AND LINKING ITEMS TO MATRICES

16. Create and Publish Matrix

17. Manage Site Associations

18. Associate Site(s) with Matrix

19. Create Assignment in “Associated” Site

20. Link Assignment to Matrix Cell(s)

21. Student View of Linked Assignment

22. Linked Assignment in Matrix Cell

23. Linkable Tools Assignments Matrices (cells can be linked to other cells) Wizards (pages can be linked to cells)

24. OTHER OSP ENHANCEMENTS

25. The Problem Matrix authors must select forms and evaluators in each cell, even when the same choices are used in every cell.

26. The Solution: Matrix Defaults 26

27. Use or Override Defaults in Cell Feedback settings do not use defaults

28. The Problem No workflow support for reviewers (providers of formative feedback) Students cannot solicit feedback from peers, advisors, etc. No way for individuals who are not CIG members to provide feedback

29. Reviewer Workflow “Request Feedback” button Email Notification Eventually … Recipient notification Visual indicator of new feedback

30. Student Initiated Feedback

31. External Reviewers Email notification provides direct link to cell Reviewer need not be a member of the portfolio site Reviewer must have a server login and password Eventually … Reviewer dashboard in My Workspace to aggregate pending feedback requests

32. The Problem Submitted artifacts are forever frozen in My Workspace >Resources, which precludes users from reorganizing files and folders at a later time. Students do not understand why some files in their personal resources cannot be moved or deleted.

33. Solution: Attachment Helper Direct upload from local storage device.

34. The Problem Users in evaluator (or reviewer) role can open all cells in a users matrix, even if not selected as an evaluator for the cell. More granular access control is needed to support range of implementation scenarios from highly sensitive and secure to open and collaborative.

35. Per Cell Access Control Cells can only opened by the designated evaluators/reviewers Revision of matrix permissions to provide much greater flexibility and granularity of access

36. Revised Matrix Permissions Tool-level permissions (focus is on authoring activities)

37. Revised Matrix Permissions Matrix-level permissions

38. The Problem Cells that have been evaluated and returned for additional evidence or other modifications look just like cells that have never been submitted.

39. The Solution: Returned Status

40. WHAT’S NEXT?

41. For Spring and Summer 2009 Standardized evaluation form and reports Auto-population of portfolio sites based on membership of associated course sites Participant and evaluator notifications Bring Wizards into functional parity with Matrices and consolidate into a single tool Merge IU enhancements with community code, pending community acceptance

42. QUESTIONS? Lance Speelmon, lance@indiana.edulance@indiana.edu Lynn Ward, leward@iupui.eduleward@iupui.edu John Gosney, jgosney@iupui.edujgosney@iupui.edu