making the implicit explicit: transparency and assessment ...ica.qiyas.sa/presentations/jankowski...
TRANSCRIPT
Making the Implicit Explicit:
Transparency and Assessment Design
Dr. Natasha Jankowski
National Institute for Learning Outcomes Assessment
NILOA NILOA’s mission is to discover and disseminate effective
use of assessment data to strengthen undergraduate education and support institutions in their assessment
efforts.
● SURVEYS ● WEB SCANS ● CASE STUDIES ● FOCUS GROUPS ● OCCASIONAL PAPERS ● WEBSITE ● RESOURCES ● NEWSLETTER ●
PRESENTATIONS ● TRANSPARENCY FRAMEWORK ● FEATURED WEBSITES ● ACCREDITATION RESOURCES ● ASSESSMENT EVENT CALENDAR ● ASSESSMENT NEWS ● MEASURING QUALITY INVENTORY ● POLICY
ANALYSIS ● ENVIRONMENTAL SCAN ● DEGREE QUALIFICATIONS PROFILE ● TUNING
www.learningoutcomesassessment.org
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• Institutions of higher education are increasingly asked to show the value of attending, i.e. impact in relation to cost; employment
• Public and policy makers want assurance of the quality of higher education
• Regional accreditors are asking institutions to show evidence of student learning and instances of use
• Improvement of teaching and learning and enhanced transparency and saliency of education for students
Value
Transparency: Current Climate • Increased interest in sharing more information to
a widening variety of audiences • Accountability • Ratings and rankings • Comparability • Quality Assurance • Disclosure
About “getting it out there” for “whomever is interested”
Transparency Defined
Making meaningful, understandable information about student learning and institutional performance readily available to internal and external audiences.
Transparency Finding
Institutions more frequently report assessment results internally than to external audiences.
Reporting
• Ends up being a data dump
• More information is not always better
• Responsive to demands, not proactive
We haven’t told our story well.
Instead… • we focused on being transparent to students on the intent
of our general education curriculum? • we helped students to see the design and purpose and not
the checklist? • we considered what counts as evidence to different
audiences and what should? • we communicated to specific audiences? • we shift the discourse and narrative? • we help others make sense of the data? What if transparency didn’t mean access to information, but
clearly communicated information?
Framework in the Field
http://learningoutcomesassessment.org/TFfield.htm
Action Steps
Navigation and Language
– Location, Location, Location
• Where is your information located?
• Can visitors to your website find the information they
are looking for?
• Can only assessment “insiders” find the information?
Student Affairs
