1. TNE Program Assessment Forum April 19 th, 2006

2. Glad you’re here!  Who’s Who… Design Team Representatives Program Assessment Team

3. Orientation to Today’s Work  Why our work is important to teachers and children…scenarios  What we need to accomplish… End of today –  Midpoint goals and performance indicators  Portfolio Assignment Rubrics for key courses End of semester  PROGRAM ASSESSMENT WORKPLAN

4. Performance on Mid-point Goals Performance Indicators – A description of…..  Specific knowledge and skills necessary to accomplish the goal  Elements that are an important part of achieving the goal  What performance would look like if a student accomplished the goal

5. Important because…  You are most qualified to clarify what is necessary and what it looks like when students achieve the goals  A description of the performance(s) associated with each goal provides a model for student expectations that can be shared  Clear linkages between program goals and specific expectations for student performance on course assignments increases the likelihood that goals will be achieved

6. Example….  English Goal #1: Students will demonstrate through their writing an awareness that English is a multicultural phenomenon. What do students need to know? What do students need to be able to do? How do students demonstrate an “awareness” in their writing? Are there specific strategies for examining, describing, analyzing this phenomenon?

7. Identify……..  Key courses where midpoint goals are addressed and assessed  Assignments/Projects that are part of the course(s) that can be used as Evidence of student performance on mid-point goals and Portfolio entry

8. Using Rubrics Linking Mid-point Learning Goals to Course Assignments

9. Rubrics?  How many of you have developed and used rubrics in your courses?  Examples of assignments  Examples of rubrics

10. What is the value of a rubric? Helps clarify to students what you expect Saves time in the grading process Allows for greater consistency and fairness Helps students evaluate their own work Helps students give constructive feedback to peers Helps team teachers or teaching assistants grade consistently Helps teachers of sequenced courses communicate with each other about standards and criteria Assists with departmental/institutional assessment

11. Common Questions Q: Is a rubric a grade? A: No. It is more specific and detailed. It can show strengths and weaknesses in student work. It may lead to a grade. Q: Should I share the rubric with students? A: Students should see the rubric before they begin work on the assignment, so they will know the criteria on which they will be evaluated, learn the qualities of good work in the field, and consciously strive for those qualities.

12. Two Types of Rubrics  A. Primary Trait Analysis  B. Matrix

13. Examples of Rubrics A. Primary Trait Analysis Trait: Synthesis of Ideas  4 Presents a perspective that synthesizes the main ideas of several readings in a way that gives more meaning to the readings as a whole rather than if the main ideas were presented individually.  3. Presents a perspective that synthesizes the main ideas of several readings. This perspective may be very general.  2 The main idea of one reading is presented as the dominant perspective of the paper.  1 There is no main idea of the paper. 5 Disting- gshed 3 Profi- cient 0 Unsatis- factory Score Quality Resents a concise lead-in to the report. Expectional ly clear, consices, and insightful Background Informaiton Topic Research Context Terminology Purpose/ Problem B. Matrix Rubric Lab Report Science Research Report

14. A. Primary Trait Analysis Rubric (PTA) 1. Choose an assignment.  Why are students doing this assignment?  What do you hope they will demonstrate?  Are your objectives for the assignment clear?

15. 2. Identify the criteria or “traits” that will count in the evaluation of the assignment. Use nouns or noun phrases [Examples] -Hypothesis construction -Synthesis of ideas -Integration -Description -Argument -Original Thought -Analysis of findings -Application of formulas -Originality -Use of Sources -Clarity of thesis -Supportive Evidence and Reasoning -Organization

16. Nouns vs. Commands or Descriptions Example Trait with command and description: “Make inferences that are [supported by specific information presented in the paper.”]  Trait with noun or noun phrase: “Inferences”

17. Identifying your criteria or “traits”  Look at your syllabus for a description of the assignment or any assignment sheets/handouts  Review copies of student assignments and any comments that you’ve written  What makes an “A” an “A” and how is a “B” different? You already use criteria in your head.

18. 3. Create a Scale for each trait  Construct a two- to five-point scale with descriptive statements about each trait. You may include a brief example Consider how your students will understand the description Avoid words such as ‘correct’ and ‘appropriate’ and ‘good’ or ‘poor.’ Example: If imaginative is a ‘trait’ how will you decide if the work is imaginative?

19. Example: Scale for Trait “Synthesis of Ideas”  4 Presents a perspective that synthesizes the main ideas of several readings in a way that gives more meaning to the readings as a whole rather than if the main ideas were presented individually. Example: Urban an rural violence may differ in frequency but not in the intensity with which they affect the lives of the people…  3. Presents a perspective that synthesizes the main ideas of several readings. This perspective may be very general. Example: Violence is everywhere and affects us all.  2 The main idea of one reading is presented as the dominant perspective of the paper. Example: The article, “Gangster..” deals with gang violence.  1 There is no main idea of the paper. A reading may be discussed, but the main idea is not related to any other ideas.

20. Steps for Creating a PTA Rubric 1. Choose an assignment. 2. Identify the criteria or “traits” that will count in the evaluation of the assignment. Use nouns or noun phrases 3. Create a Scale for each trait Construct a two- to five-point scale with descriptive statements about each trait.

21. B. A Matrix Rubric 1. Choose an assignment 2. Identify the criteria of the assignment (Vertical Axis) 3. Construct a scale reflecting 2-5 levels of performance of each criterion (Horizontal Axis)  Example: CSU Fresno General Education Scoring Guide for Writing

22. Does your rubric work?  Try evaluating a student assignment  Ask a colleague to review your rubric  Does the rubric reflect the purpose of the assignment? If not, do the rubric criteria need revision?  Does the rubric connect to the course learning outcomes or goals? If not, does the assignment need to be tweaked OR do the course learning outcomes need revision?  Does the rubric reflect any of the mid-point learning goals? If not, check the course learning outcomes for connection to the mid-point learning goals.

23. Final Steps!  Review WORKPLAN matrix What is complete? What needs to be completed? Disk with WORKPLAN form, rubric forms May 30 th, completed disk to AmyO

24. This completes our Program Assessment: PART I………