assessment series part 3: curriculum mapping for program ......curriculum mapping for program...
TRANSCRIPT
![Page 1: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/1.jpg)
Assessment Series Part 3: Curriculum Mappingfor Program Assessment
J. DickinsonProvost’s Faculty Fellow for Assessment
![Page 2: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/2.jpg)
Goalsfortoday’ssession:
• Introducecurriculummappingaspartoftheoverallassessmentplanningprocessanddiscussitsvalue
• Breakdownthestagesofdevelopingacurriculummapinto”doable”chunks
• Lookatandtryoutsomeworksheetsandothertoolstobegincurriculummapping
• Leavewithclearlyarticulated“Nextsteps”foryourprogram
![Page 3: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/3.jpg)
Goalsofassessment
• Clearidentification/descriptionofprogramcharacteristicsandexpectationsforstudentachievement
• Systematiccollectionofdifferentkindsof(helpful)datatoevaluatestudentprogresstowards/achievementofthoseexpectations
• Useofanalyzeddatatoinformcurricularrevision
• Repeat
![Page 4: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/4.jpg)
ProgramAssessmentisaDepartmentalEffort
• Atdifferentstagesoftheprocess,differentgroupsmayparticipate,ora’core’offacultymayfocusoncurriculumandprogramassessment
• Multipleperspectivesarenecessaryindevelopingoutcomesandassessingstudentprogresstowardsthoseoutcomes
![Page 5: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/5.jpg)
Fewprogramsstartatzero
Eveniftheydonothaveclearlystated/updatedoutcomes,mostprogramshavebeengatheringand,tosomedegree,reviewingsomedataonstudentsuccessintheirprogramallalong:
• Facultyimpressions/frustrations• Studentsatisfaction/dissatisfaction/painpoints• Gradesorothercourse-levelassessmentsthatindicatestudentskilllevels• Anecdotalevidenceaboutstudentsuccessaftergraduation
![Page 6: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/6.jpg)
StepsinProgramAssessment– Whereareyou?• Developprogram-leveloutcomeswithinput/draftsbyfaculty• Mapcurriculumtoidentifyplaceswherestudentslearn,practiceanddemonstratetheirmasteryoftheoutcomes• Gatheradditionalinformationaboutstudentprogresswithinthiscurriculum:
• Surveysofmajorsand/oralums• Facultysummariesofstudents’performanceonexpectedskills• Otherindicators(retentionofskillsfromprerequisitecourses;identifyingpredictorsofstudentssuccess,etc.)
• Usethisinitialinformationtodevelopaplanforassessmentofstudentprogresstowards/achievementoflearningoutcomes
![Page 7: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/7.jpg)
Whatisacurriculummap?
Acurriculummapormatrixisatooltolinkelementsofaprogram(usuallyrequiredcoursesandexperiences)tolearningoutcomes.
Thegoalofcurriculummappingistoidentifyhowgraduation-levelmasteryoftheoutcomesisscaffoldedacrosstheprogramcurriculum,aswellaswherestudents’progressisassessedandfeedbackgiven
![Page 8: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/8.jpg)
Whymapyourcurriculum?
• Createasharedunderstandingoftheprogram• Checkfor“drift”incoursegoals- theroleofcoursesinthecurriculummayhavechangedovertime• Doagapanalysistoseewhereoverlapsinemphasis,orgapsincoverage,mayslowstudentprogress• Ensurethatstudentsarereceivingsufficientfeedbackonkeyskillsandknowledgeastheydevelopthelevelofmasteryexpected• Identifypointsinthecurriculumwhereexistingassessmentscanprovideinsightsintostudentprogress
![Page 9: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/9.jpg)
Mapformats
![Page 10: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/10.jpg)
Thebasicform
Whilecurriculummapscantakemanyforms,mostarepresentedasachartthatlistslearningoutcomesononeaxisandkeycourses,experiencesorassessmentsalongtheother
CoursesandExperiences
ProgramLearningOutcomes
Applythescientificmethod DeveloplaboratorytechniquesDiagramandexplainmajor
cellularprocesses
Awarenessofcareersandjobopportunitiesinbiological
sciences
BIOL101
BIOL202
BIOL303
BIOL404
Other:Exitinterview
SampletemplatefromRIT
![Page 11: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/11.jpg)
Fillinginthemap
Thechartisfilledinusingakey(usuallyletters)thatrecordinformationaboutwhatisbeingtaughtandthelevelofskillorknowledgestudentsaredemonstratinginthecourse.
CoursesandExperiences
ProgramLearningOutcomes
Applythescientificmethod DeveloplaboratorytechniquesDiagramandexplainmajor
cellularprocesses
Awarenessofcareersandjobopportunitiesinbiological
sciences
BIOL101 I I I
BIOL202 R R I
BIOL303 R M,A R
BIOL404 M,A M,A R
Other:Exitinterview A
SampletemplatefromRIT
![Page 12: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/12.jpg)
Samplemapworksheet:UVMPhilosophy
LearningOutcomes
Coursesinwhichoutcomesareassessed
LO1:Readphilosophicalwritingclosely,discerningthestructureofphilosophicalargumentation
LO2:Accuratelyandcriticallyanalyzeargumentsandpositions
LO3:Writeclearandcoherentphilosophicalprose
![Page 13: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/13.jpg)
Adifferentformat(andacomplexmap):
![Page 14: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/14.jpg)
![Page 15: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/15.jpg)
StepbystepHow-to’s
1. Identifytheaxes2. Populatetheaxes3. Chooseorcreateakey
a) Whichkeydoyourecommend?
4. Gatherdatafromfaculty5. Compile6. Alignment7. Usingwhatyouhavelearned
![Page 16: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/16.jpg)
Firststep:Identifytheaxes
• Mostcurriculummapshaveoutcomesacrossthetop,andcourseslisteddowntheleft-handside;theseaxescanbereversed
• However,youcanalsousethismatrixapproachtoorganizemanykindsofdata,e.g.wheredifferentkindsofcourse-levelassessmentsoccur,orhowtypesoflearningexperiencesaredistributedacrossrequiredvs.electivecoursework
• Take5minutestolookatthesamplemapandthinkaboutwhatwouldbemostusefultomapforyourprogram
![Page 17: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/17.jpg)
Step2:Populatetheaxes
• Decidehowmuchdetailyouwantintheoutcomesaxis.Forexample,ifyouhaveafewlearningoutcomeswithanumberofsub-components,youmaychoosetostaywiththelargeroutcomesorspliteachoutcomeintoitscomponents.
• Choosewhethertoincludeonlyrequiredcourses/experiences,orwhethertoalsomapoutelectivecourseworkorcourseworkforoptionaltracks.
• Let’sdiscusshowyouwouldpopulatetheaxes
![Page 18: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/18.jpg)
Step3:Chooseorcreateakey• Therearealmostasmanysetsofdescriptorsutilizedincurriculummappingastherearebooksonassessment• Oneofthemostcommononesis:I/R/M/A• I=introduced;R=reinforced;M=mastery(graduationlevel);A=assessed
• Stassenetal.useI/E/U/A• Introduced/Emphasized/Utilized/ComprehensiveAssessment
• Otherkeysfocusmoreonstudentbehavior,e.g.I/P/D• Introduced/Practiced/Demonstrated
• And/orlevelexpectationsforprogressonanoutcomee.g.B/I/A• Beginning/Intermediate/Advanced
![Page 19: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/19.jpg)
Alternative approach:
RSENR Core – level of instruction/learning
![Page 20: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/20.jpg)
Step3a:Isthereakeyyourecommend?
Irecommendakeythatfitsthewayyourprogramisorganizedandyourimmediategoalsforthecurriculummappingprocess.Forexample:• Akeyfocusedonfacultybehaviors(e.g.IRMA)willhelpidentifywherefacultyareteachingaspectsoftheoutcomes• Akeyfocusedonstudentperformance(e.g.IPD)willhelpfocusonwherestudentsareaskedtodemonstrateprogressontheoutcomes• Akeyfocusedonlevel(e.g.B/I/A)willhelpidentifywhetherelementsoftheoutcomesaresufficientlyscaffoldedacrossthecurriculum
![Page 21: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/21.jpg)
Whatifwewanttoknowallofthis?
• Curriculummappingcanbeanintensiveprocessthatmovesthroughseverallevels,oryoumayfindthatasingle‘pass’throughthecoursesisenough.
• Youcanhavefacultyfilloutseveralmatricesusingdifferentkeys
• Irecommendkeepingthematricesseparateatfirst,soyoucanseepatternsemergingthatarerelevanttoeachkey,beforecombiningthedata.
![Page 22: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/22.jpg)
Step4:Gatherdatafrominstructors
• Somedatamaybeavailablefromsyllabi,howeverinstructorswillbeabletoquicklyidentifytheoutcomes/outcomecomponentscoveredintheircoursesaswellasassessmentsofstudentprogressonthoseoutcomes
• Forafirstpass,simplyaskinstructorstofillouttherowsofthematrixfortheclassestheyteach,usingONLYthekeythatyouhavechosen– nonotes,asterisksorcaveats
• Dependingonyourdepartment/curriculum,thiscanbedonetogetherorindividually
![Page 23: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/23.jpg)
Giveitatry
• Listthecoursesyouteach,orcoursesinyourprogramthatyouarefamiliarwith
• Usingthekeyyouthinkismosthelpful,tryfillinginthematrixforthosecourses
• Nowthatyouhavetriedit,whatdifficultiesdoyouanticipatewhenyouaskyourfacultytocompleteamatrix?
![Page 24: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/24.jpg)
Step5:Compile
Ifindividualinstructorshavefilledoutthematrix,combinetheirresultsintoasinglematrix,notinganyareasofvariationacrossinstructorsforasinglecourse
Beforediscussingalignment,itmaybeproductivetohaveadiscussionaboutthemappingprocess
![Page 25: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/25.jpg)
Step6:Alignment• Iscoursecontent/workalignedwiththeoutcomes?
• Arethereanygaps?Overlaps?Ifso,aretheseproblematic?
• Isstudentprogressappropriatelyscaffoldedacrossthecurriculum?
• Wherearestudentsassessedontheirprogress?
• Aretheredirectorindirectcourse-levelorprogram-levelassessmentsinplacethatcanbeusedtocheckalignment?
![Page 26: Assessment Series Part 3: Curriculum Mapping for Program ......Curriculum Mapping for Program Assessment J. Dickinson Provost’s Faculty Fellow for Assessment. Goals for today’s](https://reader033.vdocuments.mx/reader033/viewer/2022060801/6084cf9180b77a23033c5cda/html5/thumbnails/26.jpg)
Step7:Usewhatyoulearned
• Thecurriculummappingprocessmayhighlightsomeareasforimmediatechange(e.g.agapinyourcoverageofoutcomes)
• Themapcanalsoserveasthebasisfordevelopinganassessmentplan.• Arestudentsactuallyworkingattheexpectedlevelintheseclasses?• Whichcourse-levelassessmentscanprovideinformationonstudentprogress?• Atwhatpointintheprogramwillstudentsachievegraduation-levelachievementoftheoutcomes?