hlc cla handouts
DESCRIPTION
Handouts from the Stop Counting Fish presentation at HLCTRANSCRIPT
stop counting
#CLA | @cla_beat
“Bad…”
We ask our students,
quite simply, to count fish.
The need for adifferent assessment
Institutions are equipped toimprove higher-order skills
when they connectteaching, learning, and assessment
through authentic,performance-based practices.
(a) William Shakespeare(b) John Updike
(c) Ernest Hemingway(d) None of the above
Rewards content regurgitationFails to gauge transferability
Contentknowledge
Contentskills
Generalknowledge
Generalskills
Contentknowledge
Contentknowledge
Contentskills
Generalknowledge
Generalskills
The provision of transferrable skills is
as important as the provision of content.
The top ten in-demand jobs in 2010 did not exist in 2004. We are
currently preparing students for jobs that don’t yet exist, using
technologies that have not yet been invented in order to solve
problems that we don’t even know are problems yet.
SO WHAT?
SO WHAT?
Academically adriftLimited learning on college campuses
Proportion of employers who say colleges should place MORE emphasis than they do on selected
learning outcomes
•The ability to effectively communicate orally and in writing
•Critical thinking and analytic reasoning skills
•The ability to apply knowledge and skills to real-world settings
•The ability to analyze and solve complex problems
89%
81%
79%
75%
AAC&U | 2008 | aacu.org/leap/public_opinion_research.cfm
Okay, enough.What is the [cla]?
bias
small sample
quantitative reasoning
appropriate comparison
group
correlation vs. causation
incorrect (improper?) use of data
ability to filter
metrics
Unadjusted performance
adjusted performance
adjusted performance
moving beyondassessment and
accountability
Females
Males
Writing Ability
Problem Solving
48% 52% 40% 60% 32% 67% 48% 53%
aligning teaching,learning &
assessment:
aligning teaching,learning &
assessment:collaboration
collegiatelearningassessment.org/contact
aligning teaching,learning &
assessment:faculty
development
What is authentic assessment?
How does effective teaching support that (and vice versa)?
What are the higher-order skills we value? Why?
How are those skills demonstrated in student responses?
What are the components of a Performance Task?
How do we effectively build them?
Working | Sharing | Feedback
logistics
90 minutesonline
Fall window (Aug. 15-Oct. 31)Spring window (Feb. 1-Apr. 15)
$6,600
