middle states commission on higher education december 6, 2012
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Efficiency, effectiveness, and self-Regulation: An impossible dream for educational quality assurance in the digital age?. Paul E. Lingenfelter, President. Middle States Commission on Higher Education December 6, 2012. - PowerPoint PPT PresentationTRANSCRIPT
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EFFICIENCY, EFFECTIVENESS, AND SELF-REGULATION: AN IMPOSSIBLE DREAM FOR EDUCATIONAL QUALITY ASSURANCE IN THE DIGITAL AGE?
Middle States Commission on Higher Education December 6, 2012
Paul E. Lingenfelter, President
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WHAT I’VE NOTICED ABOUT HIGHER EDUCATION WHILE FLYING AROUND THE NEIGHBORHOOD
Middle States Commission on Higher Education December 6, 2012
Paul E. Lingenfelter, President
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The Headlines
Higher Education, essential, not optional Churning, nearly chaotic public policy The standards and assessment movement Rethinking educational algebra “Disruptive innovation” Reinventing instruction, and Harmonizing the triad – quality assurance
in distance education
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Higher Education, essential, not optional: Employment trends by educational level
79%
41%
High School or Less
Some College and AA
27%
10%
BA and above
11%
32%
0
15
30
45
60
75
1964 1966 1968 1970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008
Source: Current Population Survey, Various years.
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Higher Education, essential, not optional: Higher attainment levels needed for future U.S. jobs
Sources: U.S. Census Bureau, CPS, 1973, 2009; Anthony Carnevale, Help Wanted: Projections of jobs and Education Requirements Through 2018, June 2010, p. 14.
1973 2009 20180
20
40
60
80
100
120
140
160
180
Graduate DegreeBachelors DegreeAssociates DegreeSome CollegeHigh School GraduatesHigh School Dropouts
32%
40%
12%9%7%
14%
31%
19%
9%
18%
9%
10%
28%
17%
12%
23%
10%
166 million total
155 million total
91 million total
Jobs held by individuals with a high school diploma or less
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Higher Education, essential, not optional: Participation gap problem
College Participation By Achievement Test and Socioeconomic
Status Quartile
SES Quartile
Lowest Highest
AchievementQuartile
Highest 78% 97%
Lowest 36% 77%
Source: Access Denied, Department of Education, February 2001.
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Higher Education, essential, not optional: Completion gap problem
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
1200-1600 1100-1199 1000-1099 800-999 400-799
SAT Score
BA
+ A
ttain
men
t Rat
e
Top SES2nd SES3rd SESBottom SES
Source: Anthony Carnevale, Liberal Education, Fall 2008, p. 58.
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Churning, chaotic public policy #1
The Accountability Movement, NCLB Making Opportunity Affordable The Spellings Commission President Obama’s goal for increasing
attainment Complete College America Performance Funding in vogue – again Common Core State Standards and
assessments Merger of NCATE and TEAC into CAEP
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Churning, chaotic public policy #2
CCSSO proposed changes in teacher licensure
Chiefs for Change Accountability for student learning Value added teacher evaluation Degree Qualifications Profile Split personality education reform:
More regulation – standards, pressure on accreditors
Less regulation – vouchers, charter schools, etc.
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A Different Slant on Accountability
Report released March 10, 2005
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What is “better accountability”
Not the status quo – Unfocused, unread, unused reporting exercises;
Not measuring performance, rewarding performance or punishing the lack of performance;
Not centralized bureaucracies, but
A Means of Improving Performance
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Fundamental Principles of Accountability
Responsibility for performance and accountability is shared among teachers and learners, policy makers and educators
Effective accountability will be based on pride not fear, aspirations not minimum standards
Effective accountability will be a tool for self-discipline, not finger pointing
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Pride, not Fear
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Components of Effective Accountability
Affirm and pursue fundamental goals Public purposes more than market position
Establish and honor a division of labor Command and control is a dead end
Focus on a few priorities No focus, no progress
Measure results, respond to evidence Elementary Baldrige
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Standards and Assessment Movements
The New Standards Project to No Child Left Behind The limits of one-dimensional reform strategies
Current generation efforts: Common Core State Standards VSA, VFA, NSSE, CCSSE, CLA, NILOA, AHELO
Next generation challenges: Achieving authenticity, external validity, and
comparability
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Principles of emerging consensus
Clear instructional objectives and intentions help both teachers and students.
It is difficult to improve something one does not measure.
Students, faculty, and others must find assessments authentic and credible.
Our most cherished learning objectives – creativity, critical thinking, the ability to solve unscripted problems – are not easily measured, especially by standardized tests.
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Re-thinking educational algebra From: “Time is the constant, learning the
variable” To: “Learning is the constant, time the variable.”
Competency vs. the SCH Degree Qualifications Profile (DQP) Credit for Prior Learning John Cavanaugh’s “student centered accreditation”
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DISRUPTIVE INNOVATION
“an innovation that helps create a new market and value network, and eventually goes on to disrupt an existing market and value network (over a few years or decades), displacing an earlier technology.” Source: Wikipedia
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DISRUPTIVE INNOVATION: Clayton Christensen in a nutshell
Successful, mature high end industries continue to raise product quality and costs to serve elite customers
Low cost, lower quality alternatives appear which attract customers not in the high end market
High end (all) corporate culture is incapable of change
Growth of lower cost business results in large market share, revenues to invest in quality enhancements, and disruption/destruction of high end industries.
For example: WANG/Digital > Commodore 64 > PC
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DISRUPTIVE INNOVATION: How it applies to higher education
Demand on a universal scale Costs escalating at an unsustainable rate Exponential growth of electronic
capabilities for storing, retrieving, transmitting, and interacting with information
Alternative, low-cost providers springing up like weeds
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DISRUPTIVE INNOVATION: How it may not apply to higher education
Education is a collaboration between consumers and providers; students vary in their needs and ability to contribute to joint products with their teachers
Knowledge and skill unbounded in important ways Difficult to automate human relationships and
interactions which add essential value to education For better or worse, selectivity and prestige are part
of the value added Despite organizational inertia, higher education is
decentralized and diverse – disruptive thinking is part of the DNA
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Reinventing instruction
Employing technology to deliver content and engage students in different physical locations
Collaborating on curriculum to achieve higher quality, more coherence and focus, and greater clarity of learning objectives – both courses and programs
Data bases of learning objectives and analyzing student interactions with technology to improve instructional effectiveness
Employing “high impact” instructional practices that engage and inspire student effort and creativity
Common theme: collaboration and teamwork
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Harmonizing the triad
Universal aspiration for education, innovation, and “distance learning” challenge the 20th century vestiges still present in the triad
We lack commonly accepted and understood standards for academic achievement/quality and consumer protection
Without greater coherence and consistency in standards, self-regulation is unsustainable
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In Conclusion
“History is a nightmare from which I am trying to awake.” James Joyce, Ulysses 1912
“History becomes more and more a race between education and catastrophe.” H.G. Wells, An Outline of History, 1920
“The occasion is piled high with difficulty, and we must rise with the occasion. As our case is new, so we must think anew and act anew.” Abraham Lincoln