jenny simon, el camino college louise yarnall, sri international jane ostrander, de anza college...
TRANSCRIPT
Jenny Simon, El Camino CollegeLouise Yarnall, SRI InternationalJane Ostrander, De Anza College
Assessment to inform practice
Agenda
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1. Case Study (30 mins.)2. Questions/Transition (10
mins.)3. SBL Hands-on (45 mins.)4. Reflection (15 mins.)5. Closing comments (10
mins.)
1. CaseStudyJenny Simon, El Camino College
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The Zenof the
El Camino College Response
to the
Student Learning Outcomes
and
Assessment Mandate
Dr. Jenny Simon
Constructing a Zen Path: The Strategy – Complete
Assessment Cycles
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Constructing a Zen Path – The Goal:
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Constructing a Zen Path – The Plan:
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Three co-coordinators lead a college-wide Assessment of Learning Committee tasked with:
Reporting forms and protocols
Creating outcomes and assessment plans at all levels
Designing faculty training (Flex Day & Assessment of Student Learning Week)
Growing infrastructure as the project expands
Establishing ASSESSMENT PRINCIPLES
Selected Assessment Principles
• Personnel directly involved in a course, program or service are finally responsible, but broad participation in assessment cycles is a shared responsibility.
• One size will not fit all. Student learning outcomes are defined and assessed in various ways.
• Assessment results are used to improve student learning through curricular, planning and budget decisions.
• Adjunct faculty are invited to participate in assessments, but they are not required to do so before relevant contractual issues are settled.
How the ESL Department Took on the Challenge
• First Assessment: ESL 53A (low intermediate writing/grammar class)– ESL faculty created a rubric– Took a sample of essays (5 per section)– Adjuncts invited to participate—and they
did– Data: total scores of essays– Results: used to improve assessment
itself
How the ESL Department Took on the Challenge
• Second Assessment: ESL 53B (high intermediate writing/grammar class)– Rubric taken from California Pathways– Took a sample of essays (5 per section)– Adjuncts invited to participate—and they
did– Data: total scores of essays and scores
for each primary trait on the rubric– Results: used to improve teaching and
program organization
Questions/Comments?
Jenny Simon, Ed.D.
ESL Faculty / SLO Assessment Coordinator
El Camino College
Torrance, CA
(310) 532-3670 x 5187
2. SBLScenario-Based Learning Project
Task Modules:Students as employeesProfessional
deliverablesFaculty as managersCollaboration &
problem solvingReflection on
experience
http://elc.fhda.edu
Fields:Network securityComputer
programmingEngineeringEnvironmental
studiesBioinformatics
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SBL Scenario-Based Learning Project
Challenges of SBL:How do you know students are learning?How do you grade all the “soft” skills?Is this worth all the effort?
Our approach to addressing these problems:Role of Assessment
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SBL Scenario-Based Learning Project
Assessment Activities:We engaged instructors in activities like you will
do todayWe collaboratively designed assessments with
themThey helped us study how valid they were
Goals to help instructors:Reduce the “signal to noise” around core learning
goals in SBLAvoid the trap of “low expectations” of procedural
proficiencyGain confidence in “soft skills” assessment and
feedback
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3.SBLScenario-Based Learning Project
Hands-on Task (Introduction, 10 mins.; Task, 10 mins.)We will engage you in an activity like we did
with the SBL instructorsHand out sheets with interview protocols Team up in pairsTake turns interviewing each other for 5
minutes, filling out worksheetsHand in your worksheets
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SBL Scenario-Based Learning Project
Design pattern creation (10 mins.)We will engage you in another activity like we
did with the SBL instructorsNeed a volunteer team selected from returned
worksheets Louise will walk through worksheets and fill
out part of design pattern
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Design Pattern Title: Personal Business CommunicationDomain:
Summary(what is the learning goal)
How to use the Internet for emailing business contacts. Writing and using email.
Rationale(why is it important?)
Students need to learn to deal with businesses in their real lives. They can be more empowered if they improve their ability to communicate with these companies in email.
Focal KSAs(core learning goals)
Frame sentences. Compose the sentences.
Use the correct formal tone in the sentences.
How to use email software.
How to get the response they wanted: get to the point. Ask for the specific solution.
How to use protocol, etiquette.
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Additional KSAs(background knowledgenecessary, but not taught)
Basic spellingBasic grammar and sentence constructionUse the computerKeyboarding
Potential observations(what attainment of KSAs looks like, quality of performance)
They accomplish a goal with the letter.
They can explain what they accomplished with the company letter.
Potential work products(general categories of work products)
Letter to the company
Response from the company
Characteristic features(assessment task must have these)
Assessment asks the student to distinguish between an effective and ineffective complaint letter, request for service, or letter of praise.
Variable features(you can vary the difficulty level with these)18
4. Reflectionassessment that informs practice
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Reflect on…The Case StudySBL ActivityAssessment informing Your practice
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1. What did the interview process feel like?
2. What did you learn from the interviews?
3. How would the case study’s processes work at your campus? In your Division?
ClosingQuestions?
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