Helping students know what they know
Involving students in assessment
Presenter Director of Learning
Outcomes and Assessment Hutchinson Community
College Hutchinson, Kansas
Dr. Martha S.M. [email protected]
Objectives To describe Hutchinson Community
College’s plan to integrate learning assessment to all units.
To outline how HCC plans to increase awareness among all stakeholders, including students, of assessment as a means to strengthen learning and increase success.
To identify ways to incorporate assessment into the culture of the institution.
Knowing What They KnowThe third circle from the inside is where learning takes place. Spending time on the
inner circle is a waste of time.
Spending more than a brief period on the second circle produces little benefit.
Spending time on the fourth circle, other than trying to move students into the third circle is not productive.
Know they know
Don’t know they know
Know they don’t know
Don’t know they don’t know
Who should assess?
Why should they assess?
What should they assess?
How should they assess?
Who should use assessment?
Why should they use assessment?
What assessment should they use?
How should they use assessment?
The assessment plan
Is it good for students?
What percent of the upper-level administrators at your institution has each of the following attitudes about assessment to improve student learning and success? Fully committed Willing to comply Resistant Dead set against Completely ignorant
Demands for Assessment
External › Public› Accrediting Agencies
Internal› Administrators › Faculty › Students
What percent of the faculty at your institution has each of the following attitudes about assessment to improve student learning and success? Fully committed Willing to comply Resistant Dead set against Completely ignorant
Assessment Requirements Public
› Easy to access and interpret. Accrediting agencies
› Specific student learning outcomes using reliable, valid sources that produce consistent data.
Administrators › Not time-consuming to administer and grade, that are easily
collected and stored, and that are low in cost. Faculty
› Academic freedom, autonomy in the classroom, freedom from mandates that take time away from instruction.
Students› Not concerned other than how affects grade.
What percent of student affairs personnel at your institution has each of the following attitudes about assessment to improve student learning and success? Fully committed Willing to comply Resistant Dead set against Completely ignorant
Assessment Plan Goals Balanced Address diverse
interests of various stakeholder groups
Unobtrusive as possible
Useful to all concerned.
What percent of students at your institution has each of the following attitudes about assessment to improve student learning and success? Fully committed Willing to comply Resistant Dead set against Completely ignorant
Assessment Options
Course grades› Not acceptable to government and accrediting
agencies Nationally recognized, standardized test
› Not acceptable to administration because of cost
Locally developed test› Not acceptable to faculty because of the
additional time required to administer and grade
Knowing What We Want them to Know and Do
Keeping Students Informed
Student Learning Outcomes Institution-wide
› Critical Thinking› Accessing Information› Communicating
Writing Speaking
› Demonstrating Interpersonal Skills
Program Course Non-Academic
Before Assessment Outcomes Assessment
methods Method of evaluating
student performance Required level of
achievement
Documenting Assessment Course Matrix
› Example Program Curriculum Map
› Example Institution-Wide Matrix
› Example Reporting Instrument
› Example
Knowing what they know After assessment
› Upload assessment and faculty and professional staff evaluation to electronic portfolio
After reflection› Reminder to review and reflect
on portfolio artifacts by advisor each semester
After graduation› Review and reflection on
program and/or institution-wide outcomes
Finding If They Know What They Know
Metacognition
Students’ Role College can gather
assessment information without students’ being aware that they are participating in a process to assess their achievement of learning outcomes
Information is richer and more meaningful when students are active participants in the process.
Developing Awareness Placement Assessment
› Reading› Writing› Mathematics
College Orientation› Learning Styles› Study Skills
Intrusive Advising
Involving Students Assess prior knowledge
› Classroom Assessment Techniques Identify learning outcomes
› Syllabus Outline how outcomes will be assessed
› Syllabus Relate how performance will be evaluated
› Key, Checklist, Rubric Encourage self reflection
› Portfolio
Discussing Assessment ED105 : Success
Seminar/College Orientation› Discussion of Assessment› Introduction to electronic
portfolio Individual Courses
› Syllabus› Course Outcomes Matrix› Reminder on electronic portfolio
Program Advisors› Review of portfolio
Metacognition
Critically examining one’s strategies Evaluating the effectiveness of one’s work Revising one’s thinking or work when
self-examination so warrants Putting together what one has learned
into a coherent whole
Portfolios Course level
› Assessment instruments› Instructor feedback on
assessment› Student response
Program level› Artifacts› Reflection
Institution-wide level› Artifacts› Reflection
Electronic Portfolio ANGEL
› A New Global Environment for Learning
All courses Web supported› Outcomes› Assessment Assignments› Grades› Feedback
Upload to ANGEL e-portfolio
ePortfolio Evaluation
Random Sample Rubrics
› Thinking Critically› Accessing Information› Communicating
Speaking Writing
› Demonstrating Interpersonal Skills
Norming the raters
Resultso Common
Languageo Consistencyo Flexibilityo Autonomyo Improved
CommunicationAcademic AffairsStudent AffairsOperational AffairsStudents