Assessing for Learning: Building a Sustainable Commitment Across the Institution

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ISBN: 9781579220884 | 1579220886
Cover: Paperback
Copyright: 6/1/2004

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This book offers colleges and universities a framework and tools to design an effective and collaborative assessment process appropriate for their culture and institution. It encapsulates the approach that Peggy Maki has refined through hundreds of successful workshops. She presents extensive examples of processes, strategies and campus practices, as well as key resources, guides, worksheets, and exercises -- to assist all stakeholders in the institution to develop and sustain assessment of student learning as an integral and systematic core institutional process. This book sets the assessment of learning within the twin contexts of: (1) the level of a program, department, division, or school within an institution; and (2) the level of an institution, based on its mission statement, educational philosophy, and educational objectives. Each chapter explores ways to position assessment within program- and institutional-level processes, decisions, structures, practices, and channels of communication. Here is a process that any campus can adapt and use to engage all its constituencies -- institutional leaders, faculty, staff, administrators, students and those in governance -- constructively to forge a vision and commitment to action.

Acknowledgments

xiii

Preface

xvii

Developing a Collective Institutional Commitment

(30)

Overview

(1)

A Culture of Inquiry

(2)

Dialogue about Teaching and Learning across the Institution

(1)

Anatomy of the Collaborative Process

(3)

A Shared Commitment: Roles and Responsibilities

(2)

Presidents, Chancellors, and System Heads

(1)

Boards of Trustees

(1)

Campus Leaders

(1)

Faculty, Administrators, Staff, and Other Contributors to Student Learning, Including Students

(1)

A Collaborative Beginning: Principles of Commitment

(1)

Anchors for Developing Institutional Principles of Commitment

(5)

The Science of Learning

(1)

The Scholarship of Teaching and Learning

(1)

Disciplinary and Professional Organizations' Focus on Student Learning

(1)

Institutional Focus on Learning-Centeredness

(1)

Institutional Focus on Organizational Learning

(1)

Accountability

(1)

Meaningful Beginnings

(1)

Box 1. Institutional Example: University of Portland

(1)

Higher Education's Ownership

(1)

Works Cited

(1)

Additional Resources

(6)

Worksheets, Guides, and Exercises

(5)

Box 1.2 Institutional Example: North Carolina State University

(1)

Box 1.3 Institutional Example: Rochester Community and Technical College

(4)

Beginning with Dialogue about Teaching and Learning

(28)

Overview

(1)

The Continuum of Learning: Beyond an Aggregation of Courses, Credits, and Seat Time

(1)

A Focus on Integration

(1)

Coordinating Committees

(2)

A Campus-Wide Assessment Committee

(1)

Program-Level Assessment Committees

(1)

Dialogue Focused on Expectations for Student Learning

(1)

Dialogue Focused on Verifying Expectations

(1)

Maps and Inventories

(1)

Maps

(1)

Box 2.1 Institutional Example: New Jersey City University

(1)

Box 2.2 Institutional Example: Rose-Hulman Institute of Technology

(1)

Inventories

(1)

Figure 2.3 Rose-Hulman Institute of Technology Curriculum Map

(1)

The Design of Our Work

(1)

Works Cited

(1)

Additional Resources

(3)

Worksheets, Guides, and Exercises

(8)

Appendix 2.1 Business Administration Program's Curriculum Map

(7)

Making Claims about Student Learning Within Contexts for Learning

(26)

Overview

(1)

Learning Outcome Statements

(1)

Characteristics of Institution- and Program-Level Learning Outcome Statements

(1)

Box 3.1 Institutional Example: California State University Monterey Bay

(1)

The Difference between Program or Institutional Objectives and Learning Outcomes or Learning Objectives

(1)

Box 3.2 Institutional Example: University of Washington

(1)

Levels of Learning Outcome Statements

(1)

Taxonomies

(1)

Collaboration to Develop and Review Outcome Statements

(1)

Strategies for Developing Outcome Statements

(1)

Strategy 1: Mission Statements

(1)

Strategy 2: Professional Organizations

(1)

Box 3.3 Institutional Example: Stonehill College

(3)

Strategy 3: Student Work

(1)

Strategy 4: An Epistemological and Ethnographic Process

(1)

Strategy 5: Deep and Surface Approaches to Learning

(1)

Community Consensus about Learning Outcome Statements

(1)

Situating Students to Take Responsibility

(1)

Works Cited

(1)

Additional Resources

(2)

Worksheets, Guides, and Exercises

(6)

Appendix 3.1 Institutional Example: University of Washington

(2)

Appendix 3.2 Institutional Example: North Carolina State University

(2)

Appendix 3.3 Example of Leveled Outcome Statements

(4)

Identifying or Designing Tasks to Assess the Dimensions of Learning

(34)

Overview

(1)

The Range of Texts that Demonstrate or Represent Learning

(1)

Multiple Methods of Assessment

(1)

Box 4.1 Institutional Example: Stanford University, California

(1)

Box 4.2 Institutional Example: University of Michigan

(1)

Box 4.3 Institutional Example: North Carolina State University

(1)

Direct and Indirect Methods of Assessment

(1)

Methods along the Continuum of Learning: Formative and Summative

(1)

Box 4.4 Institutional Example: Alverno College

(1)

Positions of Inquiry

(1)

Issues of Alignment: Outcomes, Inferences, and Students' Learning Histories

(1)

Box 4.5 Institutional Example: Marian College

(1)

Box 4.6 Institutional Example: Keystone College

(1)

Properties of a Method: Validity and Reliability

(3)

Validity

(1)

Reliability

(1)

Standardized Tests

(1)

Designed Methods

(1)

Box 4.7 Institutional Example: Alverno College

(2)

Works Cited

(1)

Additional Resources

(6)

Worksheets, Guides, and Exercises

104

(4)

Box 4.8 Institutional Example: Academic Librarians and Faculty

108

(2)

Box 4.9 Institutional Example: Student Affairs and Academic Affairs

110

(3)

Appendix 4.1 Strategies for Reviewing and Selecting Standardized Instruments

113

(1)

Appendix 4.2 Inventory of Direct and Indirect Assessment Methods

114

(5)

Reaching Consensus about Criteria and Standards of Judgment

119

(34)

Overview

119

(1)

Interpretations of Student Achievement

120

(1)

Norm Referencing

120

(1)

Criterion Referencing

120

(1)

Scoring Rubrics

121

(1)

Box 5.1 Institutional Example: Azusa Pacific University

122

(2)

Analytic and Holistic Rubrics

123

(1)

Strategies to Develop Scoring Rubrics

124

(1)

Box 5.2 Institutional Example: North Carolina State University

125

(1)

Development of Scoring Rubrics

125

(1)

Strategies to Assure Interrater Reliability

126

(1)

Threaded Opportunities for Institutional and Student Learning

127

(1)

Works Cited

128

(1)

Additional Resources

128

(1)

Worksheets, Guides, and Exercises

129

(6)

Appendix 5.1 Institutional Example: New Jersey City University

135

(3)

Appendix 5.2 Institutional Example: New Jersey City University

138

(6)

Appendix 5.3 Institutional Example: Rocky Mountain College of Art & Design

144

(3)

Appendix 5.4 Institutional Example: Hampden-Sydney College, Department of Psychology

147

(6)

Designing A Cycle of Inquiry

153

(18)

Overview

153

(1)

A Design for Institutional Learning

153

(1)

Methods of Sampling

154

(1)

Some Key Institutional Contributors

154

(1)

Sampling

155

(1)

Box 6.1 Institutional Example: Florida Community College at Jacksonville

155

(2)

Times and Contexts for Collecting Evidence

157

(1)

Scoring

158

(1)

Box 6.2 Institutional Example: University of South Florida

159

(1)

Analysis and Presentation of Results

160

(1)

Collective Interpretation of Analyzed Results

160

(1)

A Narrated Cycle

161

(1)

Box 6.3 Institutional Example: Mesa Community College

161

(2)

Beyond a Cycle

163

(1)

Box 6.4 Institutional Example: Implementation of the Assessment Process at Providence College, 1999--2005

164

(1)

Box 6.5 Institutional Example: Providence College

164

(1)

Works Cited

165

(1)

Additional Resources

165

(2)

Worksheets, Guides, and Exercises

167

(4)

Building A Core Institutional Process of Inquiry Over Time

171

(28)

Overview

171

(1)

A View of the Whole

171

(1)

Some Representative Structures, Processes, Decisions, and Channels and Forms of Communication

172

(1)

Some Representative Structures

172

(1)

Box 7.1 Institutional Example: Portland State University

173

(2)

Box 7.2 Institutional Example: United States Naval Academy

175

(1)

Offices of Institutional Research and Planning

175

(1)

Box 7.3 Institutional Example: Rose-Hulman Institute of Technology

176

(1)

Processes and Decisions

176

(1)

Channels and Forms of Communication

176

(1)

Resources and Support: Human, Financial, and Technological

177

(1)

Box 7.4 Institutional Example: Indiana University--Purdue University Indianapolis

178

(3)

Campus Practices that Manifest an Institutional Commitment

181

(1)

Signs of Maturation

181

(1)

Box 7.5 Institutional Example: University of Wisconsin--River Falls

182

(1)

Works Cited

183

(1)

Additional Resources

183

(2)

Worksheets, Guides, and Exercises

185

(5)

Appendix 7.1 Institutional Example: Guam Community College's Institutional Commitment to Assessment: An Evolving Story of Dialogue and Ritual

190

(6)

Appendix 7.2 Consent Form

196

(3)

Index

199

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Assessing for Learning: Building a Sustainable Commitment Across the Institution

Summary

Author Biography

Table of Contents

Supplemental Materials