Creative Assessment Techniques SUZANNE MARKS

BELLEVUE COLLEGE, BELLEVUE, WASHINGTON

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Business Software Specialist Certificate

Ø  32 credits

Ø  8 courses

Ø  1 Orientation

Ø  5 Office Software

Ø  2 Web/Development

Ø  5 Microsoft Office certifications

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Typical Course

u  Pre-test to assess prior learning

u  Practice, practice, practice

u  Post-test to 80%+

u  Comprehensive assessment

u  Certification assessment

u  Grades – A, B, F Competency or No Competency

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Assessments – Map to Course Outcomes

u  Added two to three final assessments u  Comprehensive final

(Maps to MyITLab practice)

u  MOS Certification (A grade) u  Or Gmetrix exam 80%+ (B grade)

u  Included business running case assessment across all courses u  Front Range Action Sports Company

u  PowerPoint – Business Intelligence PPT

u  Excel – Marketing Spreadsheets

u  Access – Database Reports

u  Word – Training Manual

u  Outlook – Calendar/Email/Tasks

u  Web Classes – Website Development

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Contact Information Business Technology Systems, Bellevue College

Suzanne Marks, Faculty & Program Chair

suzanne.marks@bellevuecollege.edu

(425) 564-4017

http://www.bellevuecollege.edu/ibit/degrees/certificate/cbo/

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Suzanne Marks

Crea%ve  Assessment  Techniques  

Prof.  Susan  Molina  CBE4CC  

Broom,  June  5,  2015  

 

 Accelerated    Competency-­‐Based  

 IT  Training  Programs    

Agenda  

•  Program  Overview  •  IntroducHon  •  Mastery  of  IT  •  Assessment  Tools  •  Admissions  Process  •  Focus  on  Competence  •  Assessment  Types  •  Our  Program  •  Evolving  the  Assessment  Model  •  EffecHve  CommunicaHons  •  Knowing  your  Students  •  CreaHng  a  SupporHve  Environment  •  QuesHons  

 

Accelerated  IT  Training  Programs  (ATP)      •  Competency-­‐based  delivery  model  (flipping  tradiHonal  model)  •  Independent  study  for  self-­‐directed  learners  •  OpportuniHes  for  acceleraHon  uHlizing  prior  learning  assessment  opHons  

 

Program  Overview  

Focus  on  Competence  

•  Adult  learners  have  developed  many  skills  throughout  the  years  

•  Competency  based  learning  asks  that  the  students  prove  their  skill  level  

•  Assessing  the  level  of  competency  enables  the  student  to  progress  quickly  through  cerHficaHon  programs  to  return  to  the  workforce  

Assessments  

•  Competency  based  learning  changes  the  assessment  landscape  in  several  ways.  We  must:  – Assess  the  student’s  readiness  for  self-­‐directed  study  

– Determine  the  level  of  experHse  in  the  selected  class  

– Enable  students  to  prove  mastery  of  the  course  material  interacHvely  

Mastery  of  IT  

•  DemonstraHng  mastery  of  InformaHon  Technology  skills  goes  beyond  mere  theoreHcal  knowledge  

•  To  prepare  students  for  the  workforce  they  need  to  perform  

•  They  must:  – Successfully  navigate  so[ware  –  Install  or  connect  computer  parts  

Assessment  Tools  

•  The  state  of  the  art  of  technology  is  such  that  – We  are  able  to  use  so[ware  to  create  simulated  laboratories  for  them  to  test  their  skills  

– Students  can  manipulate  virtual  objects  within  a  controlled  environment  

– Students  can  receive  immediate  feedback  •  As  they  would  receive  in  a  real  work  scenario!  

•  These  tools  are  used  for  self-­‐directed  training  There  are  no  assignments  and  no  due  dates  

Admissions  Process  

•  Our  admissions  process  begins  with  an  assessment  

•  Interview  with  a  RecruiHng  Advisor  to  determine  eligibility  by:  – Discussing  educaHonal  goals  – CompleHng  an  online-­‐learning  readiness  assessment  tool  

Smarter  Measure  

•  Measure  non-­‐cogniHve  skills  (moHvaHon,  self  discipline)  •  External  life  factors  that  might  affect  independent  learning  

Assessment  Types  

•  QuesHons  involving  problem-­‐solving  (e.g.  math,  science,  informaHon  technology,  etc.)    

•  Computerized  exams  consisHng  of  mulHple-­‐choice,  matching,  or  other  quesHon  types  (e.g.  MathemaHcs)    

•  Hands-­‐on  projects  using  so[ware  or  simulaHon  to  demonstrate  skills    

Our  Program  

Course  Challenge  

•  Must  pass  with  81%  or  higher  

Content  OpHon  

•  Can  access  if  grade  is  below  81%  

Course  EvaluaHon  

• Must  pass  with  81%  -­‐  Can  receive  experienHal  Credits  

•  Each  stage  is  available  a[er  release  condiHons  have  been  met  

Course  Challenge  

•  First  assessment  to  evaluate  mastery  level  •  Student  must  receive  a  grade  of  81%  or  higher  •  If  they  do,  they  can  schedule  the  Course  Evalua/on  immediately  (release  condi-on)  

•  If  they  do  not  pass,  the  professor  provides  detailed  feedback  to  help  the  student  focus  their  studies  in  weak  areas  by  going  through  the  Course  Content  (release  condi-on)  

•  For  complex  courses,  successful  compleHon  of  more  than  one  Unit  Challenge  might  be  required    

Desire2Learn  

Course  EvaluaHon  

•  The  student  may  schedule  the  Course  Evalua%on  a[er  successfully  compleHng  the  Course  Challenge  or  mastering  the  course  materials  

•  If  the  course  has  more  than  one  Unit,  a  separate  EvaluaHon  will  be  required  to  show  mastery  of  each  Unit  

•  81%  is  the  passing  grade  •  Student  may  obtain  experienHal  credits  

Evolving  the  Assessment  Model  

•  Using  student  and  professor  feedback  our  assessment  model  has  evolved  to  beeer  evaluate  course  mastery  

MulHple  Choice/  Skills  Based  Projects  

Blended  Test  Manually  Graded  Projects  

Skills  Lab  

SimulaHon  Performance  

Based  

Skills  Based  Project  

Student  Feedback  

•  Currently  under  evaluaHon  –  Must  have  release  condiHons  

•  The  test  is  divided  into  secHons  or  mulH-­‐part  quesHons  •  QuesHons  are  answered  within  a  simulated  laboratory  •  Tests  are  100%  performance  based  •  Well  suited  for:    

–  So[ware  skills  proficiency  –  Hardware  related  quesHons:  

•  Students  can  “pick  up”  a  virtual  computer  component  and  “plug  it  in”  

–  Can  be  used  for  Project  Management  

Simulated  Lab  

EffecHve  CommunicaHons  

•  The  role  of  the  professor  in  this  environment  is  to  provide  support  

•  A  colloquial  environment  is  key  to  replace  the  lack  of  face-­‐to-­‐face  Hme  

•  Every  communicaHon  must  be  encouraging  and  sHmulaHng  to  ensure  success  and  student  retenHon  

Knowing  Your  Students  

•  Since  there  are  no  visual  queues,  professors  must  master  reading  between  the  lines  

•  A  carefully  cra[ed  email  usually  indicates  a  student  that  will  do  well  in  the  assessments  

•  All  capital  leeers,  poorly  phrased  messages  usually  indicate  that  your  student  may  be  frustrated  and  might  be  unable  to  complete  the  course  without  your  guidance  and  support    

CreaHng  a  SupporHve  Environment  

•  Your  job  as  a  professor,  rather  than  delivering  a  lecture  becomes  the  role  of  supporter:  –  You  may  be  called  upon  to  guide  a  student  through  a  difficult  skill  or  chapter  

– Help  them  locate  addiHonal  materials  through  Google,  linda.com,  pages  in  the  textbook,  YouTube,  or  a  video  chat  

– Or  simply  provide  advice  to  adult  learners  that  might  be  having  difficulty  balancing  work,  school,  and  home  life  

QuesHons?  ?  

?  

This  workforce  solu%on  was  funded  by  a  $3,200,000  grant  awarded  by  the  U.S.  Department  of  Labor’s  Employment  and  Training  Administra%on.  The  solu%on  was  created  by  the  grantee  and  does  not  necessarily  reflect  the  official  posi%on  of  the  U.S.  Department  of  labor.  The  Department  of  Labor  makes  no  guarantees,  warran%es,  or  assurances  of  any  kind,  express  or  implied,  with  respect  to  such  informa%on,  including  any  informa%on  on  linked  sites  and  including,  but  not  limited  to,  accuracy  of  the  informa%on  or  its  completeness,  %meliness,  usefulness,  adequacy,  con%nued  availability,  or  ownership