introduction to the

#CWRA | @cla_beatheartland AEA 11

stop counting

#CWRA | @cla_beatheartland AEA 11

performance

1 of 3

“Bad…”

We ask our students,

quite simply, to count fish.

Institutions are equipped toimprove higher-order skills

when they connectteaching, learning, and assessment

through authentic, performance-based practices.

Iowa Future | 2011 | “Iowa, Did You Know?” | www.iowafuture.org/2011/08/04/iowa-did-you-know

Over 675 institutions have participated (543 colleges, 138 high schools), assessing over 300,000 students

CLA data served as the basis for the groundbreaking work, Academically Adrift

Concluding Gates Foundation supported research on the Common Core

Partnered with the OECD to administer translated CLA tasks internationally via the Assessment of Higher Education Learning Outcomes (AHELO) study

Selected to author Performance Tasks for Race to the Top Assessment Consortia

Named Dr. Tony Wagner as CAE Senior Fellow

Developing student-level version of CLA/CWRA for release in fall 2013

performance

2 of 3

performance

3 of 3

(a) William Shakespeare(b) John Updike

(c) Ernest Hemingway(d) None of the above

Rewards factual recallFails to gauge transferability

Contentknowledge

Contentskills

Generalknowledge

Generalskills

Contentknowledge

Contentknowledge

Contentskills

Generalknowledge

Generalskills

so

The provision of transferrable skills

is as important asthe provision of

content.

The top ten in-demand jobs in 2010 did not exist in 2004. We

are currently preparing students for jobs that don’t yet exist,

using technologies that have not yet been invented in order

to solve problems that we don’t even know are problems yet.

Proportion of employers who say colleges should

place MORE emphasis than they do on selected

learning outcomes:

Proportion of employers who say colleges should place MORE emphasis than they do on selected

learning outcomes

•The ability to effectively communicate orally and in writing

•Critical thinking and analytic reasoning skills

•The ability to apply knowledge and skills to real-world settings

•The ability to analyze and solve complex problems

89%

81%

79%

75%

AAC&U | 2008 | aacu.org/leap/public_opinion_research.cfm

SO WHAT?

SO WHAT?

Academically adriftLimited learning on college campuses

what is the

bias

small sample

quantitative reasoning

appropriate comparison

group

correlation vs. causation

incorrect (improper?) use of data

ability to filter

cwra

moving beyondaccountability

writing

problem solving

48% 52% 40% 60% 32% 67% 48% 53%

t+l+a alignment collaboration

collegiatelearningassessment.org/contact

t+l+a alignment faculty support

What is authentic assessment?

How does effective teaching support that (and vice versa)?

What are the higher-order skills we value? Why?

How are those skills demonstrated in student responses?

What are the components of a Performance Task?

How do we effectively build them?

Working | Sharing | Feedback

noun action

A specific role

A decision to make

An authentic product

Some stake

SweetgrassWriting

an article

A specific roleA decision to make

An authentic productSome stake

You are a new reporter at a local newspaper, and your editor asks you to investigate whether there is a story behind some conflicting reports about a new sweetener made out of sweetgrass, and to write an email pitching the story. You know that there is another newspaper in town that may get the scoop on the story if you don’t act quickly enough.

chris jackson212.217.0845

cjackson@cae.org@cla_beat

collegiatelearningassessment.org/cwrapresentations

collegiatelearningassessment.org/cwrapresentations