Implementing an

Ability BasedEducation

System

Colleen KeyesDean of Academic Affairs

Dr. David EnglandDirector of Institutional Effectiveness

Ability Based EducationMandates from:

New England Association of Colleges and Schools

Connecticut Department of Higher Education

Ability Based EducationFaculty concerns about

use of the Collegiate Assessment of Academic Progress (CAAP)

Choice to develop and use a faculty designed assessment system

Ability Based Education

Alverno Model

Institution wide commitment to collaboratively identified Abilities (general education outcomes), and Developmental Levels of mastery of each Ability, needed for effectiveness in the worlds of work, family, and civic community

Alverno Model

Explicit and direct connections are made between Developmental Levels of Abilities and course syllabi, assignments, and assessments as well as program requirements so that students understand the interrelated and progressive nature of the curriculum and that they are responsible for their own ongoing learning

Alverno Model

The formal requirement that students develop specific Abilities in one course context and then apply them to the subject matter of other courses encourages every student in the college to transfer learning independently because the explicit expectation makes every student aware of the possibility

Alverno Model

Assessment is viewed as developmental rather than high stakes and as a public activity with results shared openly and used for continuous improvement of the curriculum and student outcomes

Ability Based Education

Five Year Project• Determine General Education

Abilities and Levels• Develop rubrics for assessing

each ability and level• Distribute the abilities

throughout the curriculum• Design standardized assessments

within each department• Determine a method for

collecting assessment results electronically

• Review results and calibrate/revise assessments and/or curriculum as appropriate

Ability Based Education

General Education Abilities and Levels• Abilities vs. Outcomes• Drafted by a

representative group of respected faculty

• Distributed to departments for comment

• Finalized• Approved by the college’s

governance process

Ability Based Education

Information LiteracyEffectively uses, accesses, and evaluates information.Level 1: Determines the nature

and extent of the information needed.

Level 2: Accesses needed information effectively and efficiently.

Level 3: Evaluates information and its sources critically and incorporates selected information into student’s own knowledge base and value system.

Ability Based Education

Develop rubrics for assessing each ability and level• Appoint an “Ability

Group” for each Ability• Ability Assessment Team

consists of the chairs of each group

• Limited but substantive feedback from all faculty

Ability Based Education

Distribute the abilities throughout the curriculum• Three disciplines/programs

begin the process each year• Two coaches with reassigned

time for each discipline/program• Which abilities attached to

which courses (sequential)?• Also revise course and program

abilities• One year for design; one year

for implementation

Ability Based Education

Distribute the abilities throughout the curriculum• Ability Assessment Team (AAT)

reviews the matrix that evolves as abilities are attached to courses

• For each Associate Degree, students should be assessed in every ability through Level Two

• AAT works with each department to add and/or rearrange ability assessments as necessary

Ability Based Education

Design standardized assessments within each department• E-Portfolios• Capstone Projects• Embedded Assignments• Simulations• Internships and service

projects• Performance on a case study• Locally developed tests• Video taping

Ability Based Education

How do we know the instruments we’re designing are valid?

Alverno Model

To validate means that learning outcomes being assessed and the assessments must be:

Carefully thought out Systematically designed Subjected to rigorous reasoning Constantly evaluated Contextually credible Revised re student performance

outcomes Reviewed for consequences

Ability Based Education

Determine a method for collecting assessment results electronically

eLumen Software• Designed to maintain

and organize outcomes assessment data

• Available on campus network for faculty to enter assessments

Ability Based Education

eLumen Software

Ability Based Education

eLumen Software

Ability Based Education

eLumen Software

Ability Based Education

eLumen Software

Ability Based Education

Review results and calibrate/revise assessments and/or curriculum as appropriate• What can be done to better

develop the abilities with which students are struggling?

• Is there consistency in the assessments across departments and courses?

• What % of graduates meet standards on all abilities?

Ability Based Education

Creates productive interaction between faculty about LEARNING

Consistent expectations of students

Helps students understand the practical application of learning

Helps students understand the need to demonstrate abilities throughout the curriculum (preparation for advanced courses)

Data Driven Planning

ExternalEnvironmentalScan

Internal Environmental Scan

Review ofMission &VisionStatements

Review ofGen. Ed., Institutional & Student SuccessOutcomes

EveryThreeYears

Strategic and Operational Planning System

Review ofGeneral Education, Institutional and Student Success Outcomes and Work Group and Task Force Results report

IdentifyStrategicInitiativesbased on needs identified in outcomes review (multiple steps)

WorkGroups ProposeActionPlans

PresidentappointsTaskForcesif needed

BudgetRequests &StrategicInitiativeProjectFundingProposals based on Action Plans.

ImplementPlans

WorkGroups& TaskForcesAssessResults

Academic Assessment Planner and Director of Institutional Research prepare report on General Education, Institutional and Student Success Outcomes and Work Group and Task Force Results.

1 3 4 5 6

7

2

EveryYear

Operational

PlanningSteps

StrategicPlanning

Steps

Data Driven Planning

Institutional EffectivenessOutcomes and Data

Retention, course completion, transfer, graduation, and enrollment data by student characteristics and program

PACE and SACE surveys Service Satisfaction Survey Labor Market data

Data Driven PlanningPercent under 20 years of age:

Fall 2001 - 51%Fall 2002 - 60%Fall 2003 - 65%Fall 2004 - 68%Fall 2005 - 73%

Data Driven PlanningFall to Spring Retention Rate by

Skill Deficiency:

F04 F05

One ▲ 71% - 79%Two ▲ 71% - 85%Three ▲ 69% - 81%Total ▲ 71% - 82%

Data Driven PlanningFirst Year Mean GPA by Skill

Deficiency:

F04 F05None ▼ 2.80 – 2.52One ▼ 2.45 – 2.30Two ▲ 2.26 – 2.64Three ▲ 2.06 – 2.31

Data Driven PlanningAt-Risk Student

Characteristics:Age < 25

MaleHispanic/Black

One Skill DeficiencyTwo Skill Deficiencies

Three Skill DeficienciesGPA < 2.0

Strategic Initiative Funding

Projects that: Increase the enrollment and/or

retention of Hispanics, part-time students 25-45, economically disadvantaged students, potential students from affluent towns

Improve course completion rates in developmental and first year math and English courses

Improve student absenteeism and responsibility

Meet the special needs of developmental students

Strategic Initiative Funding

Projects that:

Improve graduation and transfer rates

Improve fall to fall retention Support and/or advance the

assessment of General Education Abilities

Improve collaboration and cooperation between two or more departments