7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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More than a title could

captureOur department ’s story of SLO Assessment,curriculum development, professional learning andan invigorated practice of teaching and learning

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Overview

Our Story

Tools of the Practice

Principles of the Work

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Improvement in scores:Freshman Composition Spring 2011 – Fall

2011

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

RdgComp.

Orgn Dev./Illus.

Text.Evid.

Analysis Clarity/Style

Mech./Usage

MLAform.

#Qual/Sources

Engl. 1A Sp 11

Engl. 1A F 11

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Our Story…2009

Holistic Writing Assessment for 20+ yearsSeparate assessment for Freshman Compositionand Developmental Composition /ESL writing

coursesStudents received a single holistic scoreInformal program assessment

Value: Custom of instructors coming together todiscuss student work, shared terminology, commonexpectationsNot enough: An assessment of students that endedat the findings

Not guided by learning outcomes

No process to “close the loop ”

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Our Story…2010

Freshman Composition Learning Outcomes Assessment: capstone research paper

Findings: students weak in research skills

“Mini-assessment ” to test portfolio assessment

Developmental Composition ConversationReading group discussion of “Exponential Attritionand the Promise of Acceleration in DevelopmentalEnglish and Math ” Informal agreement to include research writing inPre-Freshman Composition courses

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Our Story…2011

Portfolio Assessment Developed

First assessment resultsCorrelation between one level below and twolevels belowEffect of intentional reading instruction

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7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Comparison of Student Performance in5 Developmental Courses

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Our Story…2012

Experimental open-access accelerateddevelopmental English course

Redesigned ESL sequence: strands to articulateskills and opportunity for acceleration

Curricular and pedagogical changes aligningdevelopmental and ESL classes with Freshman

Composition exit skillsFour adjuncts placed in full-time, tenure-trackpositions at other colleges

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Tools of the Practice

Assessment

Curriculum Redesign

Teaching and LearningCenter/Communities of Practice

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Assessment

Departmental Ownership of Assessment

Faculty-driven change efforts based on inclusivemeaning-making of assessment data

Uncovering the unspoken, unquestioned,untested standards and practices (researchpaper at the end of Freshman Composition)

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Curriculum Redesign

Assessment Finding: “We want them to dosomething harder and not give them any practicein doing it. ”

Playing the whole game at all levels

Rethinking student capacity

Rethinking instructor capacity

More support not more time as an option

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Communities of Practice

Copy room as professional learning environment

Scaling the redesign through Portfolio Assessment Leaders

Focused, data-driven inquiry with urgent goal of supporting students in achieving ProgramLearning Outcomes, e.g.

Priorities for developmental classesModel scheduleMaterials and strategiessharing/application/reflection

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Outcomes of Our Practice

Redesigned ESL Sequence

Experimental redesign of pre-English 1Asequence

Ongoing culture of inquiry

Adjuncts finding full-time employment

Re-invigorated sense of professional anddepartmental identity

7/31/2019 Assessment into Action: Using Results to Drive Curricular and Pedagogical Change

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Principles of the WorkFacilitate shared ownership with full and part timefaculty

Shared trust, motivation, language 1

Design backward, work forward 1

Use assessment to focus on what matters most 1

Embrace the “messiness ”

Common decisions drive the work; the work then drivescommon decisions

Make it fair to the students in the midst of our experimentation

1. Angelo, T. “Doing Faculty Development as if We Value Learning Most ”