watermark assignment final - niloa · assessment for student success is based on authentic measures...
TRANSCRIPT
FacilitatinganAssignmentCharrette:ProvidingSpaceforFaculty-ledConversationson
AssignmentDesign
Sponsoredby:
Today’sSpeakers
NatashaJankowski,DirectorNILOA
Gianina BakerAssistant
Director,NILOA
JodiFisler,AssociateforAssessment
Policy&AnalysisSCHEV
NILOANILOA’smissionistodiscoveranddisseminateeffectiveuseofassessmentdatatostrengthenundergraduateeducation
andsupportinstitutionsintheirassessmentefforts.
● 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
StateCouncilofHigherEducationforVirginia(SCHEV)
http://www.schev.edu
Who’sheretoday?I’veneverheardofassignmentcharrettesbefore!?I’mheretolearnmoreaboutthem.
I’veparticipatedinanassignmentcharrette.
WhileI’venotbeenpartofacharrette,Ihavetalkedwithothersatmycampusaboutassignmentdesigninformally.
I’dliketofacilitateanassignmentconversationonmycampus.
Someonetoldmetobehere.
Welcome!!
Ifyouhaveledorparticipatedinanassignmentconversation,pleaseshareabouttheexperienceviathechatbox
FindingsfromNILOA’sSurveyofProvosts2017
62%currentlyfacilitating
facultyworkonthedesignofassignments
LearningOutcomesareIncreasinglyAligned
At50%ofcampuses:allprogramshavePLOsandalignthosePLOswithILOs
AssessmentforStudentSuccessisbasedonauthenticmeasuresof
studentlearningClassroom-
basedassessment
Rubrics
NationalStudentSurveys
AssignmentsasAssessments
Facultyareworkingtocreateacurriculumthatintentionallybuildsinintegrated
learningopportunitiesovertimeforstudentstoapplyandpracticeaswellastransfertheirknowledgeandskillsthroughassignments,in
andoutofcourses.
TheNILOAInitiativeAnonlinelibraryofhigh-qualitypeer-endorsedassignmentslinkedtospecificlearningoutcomes.Designedbyfaculty,partoftheintellectualworktheyalreadydo,courseembedded.ElevatescholarlynatureoftheworkBuildingoncampuseffortsalreadyunderwayReflectingaconceptionofassessmentasintegraltoteachingandlearningvs “exoskeleton”(Ewell 2013).
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What’sa“charrette”?"Charrette"(Fr.)meansasmallcart.Becausearchitecturestudentsoncedepositedtheirassignmentsinitasthecartwasrolledthroughthestudio,architectsnowusethewordtorefertoanintensecreativeeffortinalimitedtimeperiod.
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Aussi ...
(a) Inthetraditionofthe“atelier,”architecturestudentsprogressthroughthecurriculuminthecompanyoftheirmentorsandpeers.Thisapproachoffersaninterestingmodelforanintegratededucation.
(b) Thetraditionrestsontheassumptionthatmuchofyourlearningwillcomefromoneanother.
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SmallGroupProcess25minutesegmentsperperson/assignment
ØPresentassignmentbriefly—whichoutcomes,whatcourse,whichstudents,howdoesitwork….
ØDiscussionwithgroup(focusonquestionsonfeedbackform)
ØSave5minutesforwrittenfeedback
ØBreath
ØStartagain…
ØDebriefatend
Assignment-DesignCharretteProcess:Ingroupsof5,eachperson/teamwillhaveanopportunitytosharetheirassignmentandreceivesuggestionsandfeedbackfromthegroup.Inorderforeveryonetohaveanopportunitytogiveandreceivefeedback,wewilluseatimedcarouselprocess.Therewillbefiverounds.Youwillbea“presenter”foroneroundanda“participant”fortheotherfourrounds.
Eachroundis25minutes.
Introduceassignment(5min):Presenterswillintroducetheassignmentandprovidebackgroundinformationsuchas:inwhatcoursetheassignmentisused,atwhatpointinthecourse,pertinentinformationaboutthestudentsinthecourse(majorsvs.non-majors),whattheyfindmostchallengingabouttheassignment,howitbuildsonearlierworkand/orpreparesstudentsformoreadvancedworkinlatercourses(orsuccessbeyondgraduation),yourexperiencewiththeassignmenttodate,howyouhopetostrengthenit,andwhatkindsoffeedbackandsuggestionsyouwouldlikefromothers.Listeners:jotdownthoughtsandquestionsbutpleasedonotinterruptthepresenter,letthemhavetheirfullfiveminutes.Discussion(15min):Listenerswillrespondtowhattheyhaveheard,takingturnsaskingquestions,sharingthoughts,feedback,etc.Thepurposeofthediscussionistohelpyourcolleaguestrengthentheirassignmentsopleasebeconstructiveandcollegial.Also,pleasemindthetimeandalloweachparticipanttheopportunitytocontributetothediscussion.Discussionshouldaddressthefourquestionsonthefeedbacksheet.Presenters:listencarefullyandrespondtotheinquiries.Thinkaboutalignment,butalsothinkcreativelyaboutpossiblesolutions.Feedback(5min):Everyone:Basedonthediscussion,usethefeedbackformtogivethepresenterwrittenfeedbackandsuggestions.Thepresentercanusethistimetowritedownnotesabouttheassignment,basedonwhattheyjustheard,alongwithoutliningnextstepsforrevisionoradditionalfeedback.
Assignmentsasawayin
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Feedback76%ofparticipantssaid“ithelpedmemoreclearlyseemyassignmentthroughmystudents’eyes.59%:I’mmoreawareofaligningmyassignmentswithdesiredinstitutionaloutcomes.38%:helpedtoleadorfacilitateaneventaboutassignmentdesignontheircampus
Resources:Toolkit
http://www.learningoutcomeassessment.org/assignmenttoolkit.html
Entrypointifneeded
AssignmentdesigninVirginia
Motivatingquestion:Howcanwesupportfacultyandinstitutionsacrossthestate?
◦ Trainthetrainerworkshop(February2017)◦ Regionalcharrettes(August2017,March2018)◦ Onlinecharrettes(February/March2018)
ThenittygrittyAheadofthecharrette:◦ Sendoutcallforparticipants◦ Askparticipantstosubmitanassignmentandreflectivememotwoweeksinadvance(seetheNILOAtoolkitforsampleinvitationandmemotemplate)
◦ Assignparticipantstogroupsof4-6people◦ Mixdisciplinesandinstitutions,ifpossible
◦ Distributeassignmentsandmemos(orpostthemtoacloud-basedfolder)severaldaysinadvance
◦ Ifyouarenothavingapresenterframethecharrette,askparticipantstoviewoneoftheNILOAvideosorwebinars(e.g.,“Unfacilitated AssignmentDesignonYourCampus”)
Thenittygritty(continued)Atthecharrette:◦ Haveparticipantssitintheirassignedgroups.Makeadjustmentsforno-shows,asnecessary
◦ Provideformsforwrittenfeedbackonthetables– oneformperpersonperround.(TheNILOAtoolkithasaformyoucanuseormodify.)
◦ Watchthetimeandannouncewhenit’stimetomovefromintrotodiscussion,fromdiscussiontowrittenfeedback,etc
◦ Includetimeafterthelastroundfortheentiregrouptoreflectontheexperience– whatdidtheylearn?
◦ Collectimmediatewrittenfeedbackontheevent– Whatdidyoufindhelpfulorbeneficialaboutthisexperience?Whatquestionsorconcernsdoyouhave?Whatsupportdoyouneedtocontinuethisworkonyourcampus?
LessonsLearnedDecidewhatyouwantthecharrettetoaccomplishandletthatdriveyourotherdecisions-- e.g.,whoshouldbethere,whatformattouse,ifafacilitatorisneeded
Don’ttrytotakeontoomuchinonesetting(i.e.doingassignmentandrubricconversations)– thisishard,intellectualwork
The”specialsauce”isgettingfolkstogethertotalkcollaborativelyaboutassignmentsfromasharedstartingpointandperspective.Provideframingandstructure,thenlettheprocessunfold
Proceedwithconfidenceandtrustinhumanity
Howarewefeeling?I’moverwhelmed!?
IthinkIcandothis!
I’mwonderingwithwhomIshouldpartner…
Aretherepeoplewhocanhelpmefacilitateacharrette?
Whatelsehaveyougotforme?
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
ModifiedApproaches:Connectovertime…
ProgramViewandGeneralEducation
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
MajorGeneralEducation
Connectionsbeyondprogram
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Employers
Co-curricular
OnlineSubmissionProcess
Toolkitsandlibrary
ChatBoxWhatadditionalresourcesortoolsdoyouneedtohelpmakethisworkhappen?
QuestionsEmail:[email protected]
http://www.learningoutcomesassessment.org
www.assignmentlibrary.org
www.degreeprofile.org
UPCOMINGWEBINARS
InfluencingStudentIntentionstoFosterDeeperLearning
InpartnershipwithBestTeachersInstitute
Thursday,March22
Visitwatermarkinsights.com/webinarstoregister!
FosteringaMoreSystematicApproachtoAssessment
Wednesday,March28
Feedback!Pleasetakeamomenttocompleteourfeedbacksurveyaftertoday’swebinarandyouwillbeenteredtowin: