closing the loop session 5-7-18 - duke university
TRANSCRIPT
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Closing the loop Strategies for using your findings
May 2018
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Suskie,L.(2018).Assessingstudentlearning:Acommonsenseguide.JohnWiley&Sons.
Today’sdiscussionadaptedfrom:
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Waysofguidingpedagogy,curriculum,
andadvising
Waysofunderstandingstudentlearning
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SHARINGACTING
Waysofguidingpedagogy,curriculum,
andadvising
Waysofunderstandingstudentlearning
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IdentifyStudentLearningOutcomes
Collectinformation
Analyzeandunderstandinformation
Sharing(Discuss,reflect)
Planandact
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Waysofunderstandingstudentlearning(assessment)
Waysofguidingpedagogy,curriculum,
andadvising
SharingDiscussingwithothershow
weexaminestudentlearning
Discussingwithotherswhatwe’velearnedabout
studentlearning
Acting
Implementingevidence-guidedchangestotheway
weexaminestudentlearning
Implementingevidence-guidedchangestothelearningprocessand
environment
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Waysofunderstandingstudentlearning(assessment)
Waysofguidingpedagogy,curriculum,
andadvising
SharingDiscussingwithothershow
weexaminestudentlearning
Discussingwithotherswhatwe’velearnedabout
studentlearning
Acting
Implementingevidence-guidedchangestotheway
weexaminestudentlearning
Implementingevidence-guidedchangestothelearningprocessand
environment
![Page 8: Closing the loop session 5-7-18 - Duke University](https://reader033.vdocuments.us/reader033/viewer/2022051217/627929409aed2f3faa4311de/html5/thumbnails/8.jpg)
SHARINGDiscussingwithothers
howweexaminestudentlearning
FullengagementwiththecommunityofstakeholdersClarityofstandardsandmethodologyshouldcompelacceptanceoffindings Transparencyofprocess:
HowareStudentLearningOutcomesdeveloped?Whydoyouusethemeasuresyoudo?Whywerethetargetsselected?
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SHARINGDiscussingwithothers
howweexaminestudentlearning
Towhom:
Facultycolleagues,Students,Collegeleadership,Externalpartners
Where:
Inprint:Tradepublications,memos,alumnimagazines
Online:Newsletters,blogs,emailsInmeetings:Facultymeetings,
studentsmeetings,workshops,retreats
When:
June1portfoliodeadlineJWhenyourinitialinterpretations
arecompleteWhenthesepartnersarereadyto
receiveanduseinformation
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Waysofunderstandingstudentlearning(assessment)
Waysofguidingpedagogy,curriculum,
andadvising
SharingDiscussingwithothershow
weexaminestudentlearning
Discussingwithotherswhatwe’velearnedabout
studentlearning
Acting
Implementingevidence-guidedchangestotheway
weexaminestudentlearning
Implementingevidence-guidedchangestothelearningprocessand
environment
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Towhom:
Facultycolleagues,Students,Collegeleadership,Externalpartners
Where:
Inprint:Tradepublications,memos,alumnimagazines
Online:Newsletters,blogs,emailsInmeetings:Facultymeetings,
studentsmeetings,workshops,retreats
When:
June1portfoliodeadlineJWhenyourinitialinterpretations
arecompleteWhenthesepartnersarereadyto
receiveanduseinformation
SHARINGDiscussingwithotherswhatwe’velearned
aboutstudentlearning
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• Shareresultswhichyouraudiencecandosomethingwith
• Emphasizemeaningfulresults
• Brevity!
• Narrate:Tellthestoryofstudentlearning
• Usegoodteachingpractice
• Transparency:Beclearabouttheprocessbywhichtheassessmentplanwasdeveloped,andwhyyourteamsettheprioritiesitdid.
• Illustrations:Figures,tables,visualsmaybemorecompellingandpersuasivethatwrittentext.
Goodpracticestoconsider
SHARINGDiscussingwithotherswhatwe’velearned
aboutstudentlearning
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• Sharegeneralizedfindingswiththosewhohavearesponsibilityforteachingexcellence(facultycolleagues,programofficers,Collegeleadership).
• Discussyourgeneralinterpretationswithstudentgroups(e.g.,majorsunions).
• Keepindividualstudentdataconfidentialandsecure.
• Withrespecttopresentationsandpublications,seekpriorauthorizationfromtheDeanofAcademicAffairsinTrinityCollege.
• FollowtherequirementsofyourIRBprotocol,ifapplicable.
Somecommentsondatasecurityandprivacy
SHARINGDiscussingwithotherswhatwe’velearned
aboutstudentlearning
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• Emphasizethebigpicture.
• Consultwiththosewhohaveconcerns,especiallyintheplanningstages.Talkwiththosewhohaveastakeintheresults.
• Balancenegativeswithpositives.Begentleandsensitive.
• Providecorroboratinginformation(e.g.,aliteraturereview).
• Documenttherigorandqualityofyourassessmentstrategy,butacknowledgeitslimitations.
• Guideyourpartnersthroughpossiblesolutions
Whatifyouraudienceisuncomfortablewiththeresults?
SHARINGDiscussingwithotherswhatwe’velearned
aboutstudentlearning
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Waysofunderstandingstudentlearning(assessment)
Waysofguidingpedagogy,curriculum,
andadvising
SharingDiscussingwithothershow
weexaminestudentlearning
Discussingwithotherswhatwe’velearnedabout
studentlearning
Acting
Implementingevidence-guidedchangestotheway
weexaminestudentlearning
Implementingevidence-guidedchangestothelearningprocessand
environment
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ACTING
Dowehaveaprocessforreviewingtherigorofourassessmentstrategy?Canweimprovetheprocessbywhich…
ourprioritiesareestablished?ourdataarecollectedandunderstood?
Let’simplementbetterwaysofunderstandingstudentlearninginourprogram.
Implementingevidence-guidedchangestothewayweexaminestudentlearning
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ConsiderlearninggoalsDoyouhavetoomany?Aretheyappropriateforundergraduateeducationinourdiscipline?Aretheyspecificandmeasureable?Shouldyouupdatethem?Wouldithelptomapouttherelationshipsbetweencourses?
ConsiderthemeasuresbywhichyoucollectedevidenceDidtheyrevealtheinformationyouneed?Didyouusemultiplesourcesofevidence?Areyoublendingdirectandindirectevidence?
ConsideryourtargetsWeretheyappropriate?Ifyoumetyourtargets,shouldyouraiseyourexpectationsnextyear?
ConsideryourinterpretationDidyouhaveenoughoftherightsortofevidencetodrawconclusionsaboutundergraduatestudentlearning?
ACTINGImplementingevidence-guidedchangestothewayweexaminestudentlearning
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Waysofunderstandingstudentlearning(assessment)
Waysofguidingpedagogy,curriculum,
andadvising
SharingDiscussingwithothershow
weexaminestudentlearning
Discussingwithotherswhatwe’velearnedabout
studentlearning
Acting
Implementingevidence-guidedchangestotheway
weexaminestudentlearning
Implementingevidence-guidedchangestothelearningprocessand
environment
![Page 19: Closing the loop session 5-7-18 - Duke University](https://reader033.vdocuments.us/reader033/viewer/2022051217/627929409aed2f3faa4311de/html5/thumbnails/19.jpg)
ConsiderthecurriculumDostudentshaveenoughopportunitiestopracticeandmastercompetenciesovertime?Docoursesbuildoneachotherinathoughtfulway?Arepre-requisitesappropriate?
ConsidercoursecontentArecourses’contentappropriate?Dosyllabiexplainwhatstudentswilllearnineachcourse?Arelearningtasksalignedwiththepurposeofthecourse?
ConsiderpedagogyDoweneedtoadaptourteachingmethods?Dothefacultyneedtimetodeveloptheirteaching?Doweneedtoexplorenewthinkinginstudentdevelopment,multipleintelligences,learningstyles,andepistemologies?
ConsideradvisingandacademicsupportArestudentsplacingintosuitablecourses?Arestudentssequencingcoursesandco-curricularopportunitieseffectively?Aresupportservicesutilizedandimpactful?
ACTING
Implementingevidence-guidedchangestothelearningprocessand
environment
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Giveattentionandresourcestoissuessupportedbyassessment
evidence.
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Youknowyourdisciplineandyourfacultycommunitybest.
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Whatifeverythingisgoingwell?
Congratulateyourselves!Thenconsider…
• Continuingtocollectdatatoconfirmstabilityoflearning• Raisingyourstandardsforexpectedperformanceamongstudents• Shiftingyourattentiontoanewlearningoutcome,withplansto
checkonthisoneagaininafewyears.
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Worksheet
Waysofunderstandingstudentlearning(assessment)
Waysofguidingpedagogy,curriculum,andadvising
Sharing
Acting
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Waysofunderstandingstudentlearning(assessment)
Waysofguidingpedagogy,curriculum,andadvising
Sharing
• Createflowchartofassessmentplan;introduceatfacultymeeting.Solicitfeedback.• Requestregularizedtimeonthefacultymeetingagendatoupdatecolleaguesonassessmentprocess
• Circulateasummarymemooffindingspriortoafacultyretreat.Preparediscussionquestions.• Hostabrownbagdiscussionofresultsbetweenfacultyandu-gradmajors.
Acting
• Assembleavertically-integratedteamtocraftstudentlearningoutcomes.• Conveneaworkinggrouptoreviseaproblematicrubric.• Ifstudentsaremasteringanoutcome,shifttoanewoutcome.• WorkwiththeOfficeofAssessmenttobuildacurriculummapoftheprogram.Collect&alignsyllabi.
• Appointacommitteetoproposerevisionstoaspecificcourse• Developevidence-basedplacementguidelinesfortherecommendedfirstcourseintheprogram• ConsultwithLearningInnovationstoreviewalternativeformatsforcoursesormodules.
Examples(seeworksheet)
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Table17.4.TipsforengagingyouraudiencesTable17.6.TipsfortellingthestoryofyourCollege[orprogram’s]effectivenessTable18.1.Usingassessmentresultsfairly,ethically,responsiblyTable18.2.StrategiestoaddmoreintensivestudyofakeylearninggoalTable18.3.Strategiesthatpromotedeep,lastinglearning
ResourcesfromLindaSuskie’sAssessingStudentLearning,2nded.(2009)