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O =L@NThe Learning-centered Institution: Pedagogy and Assessment for Student SuccessOO$5 Amy Driscoll WASC EDUCATIONAL SEMINAR February 20086$'6 Key IdeasHallmarks of a Learning-centered Education Defining Student Success A Learning-centered Assessment Process Designing Learning-centered Courses, Programs, and Pedagogy Cycle of Assessment for Improving Learning\ Learner-Centered=Student Success!!$WHY?,7(Hallmarks of Learning-centered Education Curriculum Pedagogy Assessment8Learning-centered CurriculumSynthesizes content Builds on previous learning Integrates education and experience Communicates values for and connection to student lives Attends to learning needs = RELEVANCE, LONG-TERM MEMORY, MOTIVATION, RESPONSIVE 0Z8ZZ9Learning-centered Pedagogy>Students have clear expectations Students are actively involved Students apply knowledge to important issues and problems Student find relevance and value Students experience support and feedback for learning Students are able to practice and take risks =CONFIDENCE, ENGAGEMENT, PERSONAL LEARNING, SECURE ENVIRONMENT 0Z?ZZ?:Learning-centered Assessment4Assessment is ongoing not episodic. Students understand and value the criteria, standards, and methods by which they are assessed. The purpose of assessment is to improve student learning. Faculty consider student perspectives. The assessment activity makes sense to students. =OWNERSHIP, SECURITY, CLARITY5Z5;3Processes for Developing Learner-centered EducationKReflect on purpose of assessment and define Align pedagogy/assessment with mission and values of institution, department, faculty Articulate goals, outcomes, evidence, criteria, and standards Design curriculum and pedagogy to achieve learning outcomes Conduct collaborative review of student evidence Use review to improve learningLZLO'Developing Learning-centered AssessmentDescribe educational culture - fit? Engage in inquiry process-focus on student success Study list of possible purpose(s) Consider how assessment can support your intentions for student success Define assessment with the inclusion of student successZXIPossible Purposes for Assessment: which purposes support student success?&J $( nProvide feedback to students Classify or grade achievement Enable students to correct errors and improve learning Motivate students focusing on their sense of achievement Consolidate and summarize student learning Estimate students potential to progress to other courses Help students apply learning to practical contexts Give us feedback on how effective we are at promoting learning Provide data for internal and external accountabilityZR Possibilities:Purpose/Definitionb The purpose of assessment is to improve learning (Angelo, 2000)  Assessment is a dynamic pedagogy that extends, expands, enhances, and strengthens learning (Driscoll, 2001)=Thinking about AssessmentrDoes assessment flow from the institution s mission and reflect the educational values? from the department s mission? Does assessment address questions that people really care about? Does assessment help faculty fulfill their responsibilities to students, to the public? Does assessment promote student success?::],Starting with Mission& kMissions contribute meaning to our definition of student success with the uniqueness of the institution. lli>6Aligning Mission with Educational Goals for AssessmentJOur central mission is to develop life-long learning skills, impart society s cultural heritage, and educate and prepare for both the professions and advanced study.6"GJ&Aligning Values With Educational GoalsmESU has a commitment to academic and personal integrity. GOALS: Academic Integrity Personal Integrity(;3;3TSchool/Departmental Missions6  respond effectively to issues of diversity, ambiguity, and conflict as natural parts of American politics (Division of Political Science)  work toward influencing health behaviors through modification of lifestyles and changes to the environment (School of Community Health)>ZmZ$ZZI6Assessment Protocols for Learning-centered Assessment7!  !Goals[Broad descriptions Categories of learning outcomes End toward which efforts are directed zK K& " dZHExamples of GoalsCritical Thinking Citizenship in a Democracy (Grad. School of Education) Team work and Collaboration (School of Community Health EthicsjZZ8ZZ8ZZZ1-Impact of Goals on Student Learning & SuccessFocuses student learning efforts for increased success Translates mission and values to help make sense of learning Provides rationale for and makes meaning of curriculum and pedagogy to motivate for successZJStudent Learning Outcomes6Refer to Results in Terms of Specific Student Learning, Development, and Performance (Braskamp and Braskamp, 1997) Answer the Question   What Do We Expect of Our Students? (CSU Report 1989) Describe Actual Skills, Understandings, Behaviors, Attitudes, Values Expected of StudentsRZU;ZQ Examples of Outcomes Math: Use arithmetical, algebraic, geometric and statistical methods to solve problems. Ethics: Identify and analyze real world ethical problems or dilemmas and identify those affected by the dilemma. Culture and Equity: Analyze and describe the concepts of power relations, equity, and social justice and find examples of each concept in the U.S. society and other societies. Team work: Listens to, acknowledges, and builds on the ideas of others.ZRi ?30Impact of Outcomes on Student Learning & SuccessDirects student learning efforts for greater success Motivates student learning efforts for greater success Promotes deep learning due to understanding of expectations which leads to greater success ZNEvidence  Student Work that Demonstrates Achievement of Outcomes (Assignments, Projects, Presentations, Papers, Responses to Questions, Etc.) Designed for appropriate level of learning expectations (outcomes) Opportunity for Different Ways of Demonstrating LearningR Examples of Evidence Teamwork Role play or case study Project or problem solving assignment Math Mathematical and statistical projects and papers Ethics A written account A multi-media presentation or display board An audio tape 2ZZ1Z ZLZZ$$$% $1 $M    50Impact of Evidence on Student Learning & SuccessLimit or expand the ways they demonstrate learning - success for all students? Enrich and enhance learning and success Provide opportunity to integrate experience with learning for enhanced success OCriteria  Qualities Desired in Student Work (Evidence) Represent Powerful Professional Judgment of Faculty Guide Student Learning Efforts Promote Lifelong Learning Support Faculty in Making Objective Evaluations-Z2!ZZ2Z2Z20ZS Examples of Criteria Math Accuracy Complexity Clarity and Coherence Ethics Complexity (broad, multifaceted, interconnected) Conscious Awareness Culture and Equity Range of Cultures Reflectivity and Integration Teamwork Respect Flexibility  Z*ZZEZZ/Z ZiZZZ *E/ A0Impact of Criteria on Student Learning & SuccessPromotes confidence in their learning efforts = success Promotes qualities of life-long learning = life success Promotes habits of self assessment = success Promotes student s sense of fairness of evaluation = increased effort = success ZP Standards/RubricsDescribe Different Levels of Criteria Describe Specific Indications of Criteria Promote Understanding of Criteria Support Faculty in Making Objective EvaluationsV&*"0T Examples of Standards/Rubrics(Math (Accuracy) Satisfactory: Contains few errors and those errors do not significantly undermine the quality of the work. Considers and uses data, models, tools or processes that reasonably and effectively address issues or problems. Unsatisfactory: One or more errors that significantly undermine the quality of the work. Uses data, models, tools or processes in inappropriate or ineffective ways. Ethics (Complexity) Standard for Excellent: Consistently views sophisticated and significant dilemmas and issues with a broad focus and from multiple perspectives. Standard for Satisfactory: Usually views sophisticated and significant dilemmas and issues with a broad focus, but may sometimes use a more narrow focus and may use fewer perspectives. Standard for Unsatisfactory: Mainly views issues and dilemmas in simple terms and usually does so with a limited focus and minimal perspectives. ZIZZLZ_ZZZ >_~uB1Impact of Standards on Student Learning & SuccessGuides level of student investment = focused success Provides insight into the assessment process  understanding leads to success Promotes confidence in how their work will be evaluated  security in learning IDAssessing Student Learning: Course, Program and Institutional LevelsEE$ P?Step 3: Aligning Curriculum and Pedagogy with Learning OutcomesO Outcomes and Criteria as Planning Focus Faculty Alignment Grids Learner Grids PPY/Student Learning Outcome Example: Implications? Students describe and assume personal responsibility in collaborative endeavors, and respect and support the contributions of others. Students analyze ethical issues from a variety of cultural perspectives. UStandard:Multiple PerspectivestEXCELLENT The student examines his or her own thinking and experiences and those of others with consistent analysis of both for different perspectives on issues; he/she empathically considers those affected by the decisions and and weighs diverse possibilities from others perspectives before moving to action.  1;9Q7 Step 4: Making Learning Outcomes ---Leads to SuccessU Public and Visible Relevant and Meaningful Motivating and Supportive of Learning @n&xV/Step 5: Collect Evidence of Student Achievement Collect representative samples from each course Organize collaborative faculty teams for review Use outcomes, criteria, and directions for assignments or assessmentsZ #Step 5: Review and Analyze EvidenceRead holistically to determine whether outcomes are achieved (reliability). Several readings to identify examples of criteria (validity). Final reading for insights about pedagogy, class structure and environment, and learning supports.-UChanges in Teaching, Assessment and Reflection on Pedagogy to Promote Student SuccessVV EScaffolding Iterative assessment Assessment used as a teaching toolMHProcesses for Developing Learning-centered Education and Student SuccessII <Develop purpose and definition Review/analyze mission and values Articulate goals, outcomes, evidence, criteria, and standards Designing curriculum and pedagogy Make assessment public and visible Systematically collect student evidence Conduct collaborative review of student evidence Use review to improve learning =Z=WSUMMARY Outcomes-based assessment will intentionally focus your teaching, curriculum, and assessment on student learning in ways that are authentic, helpful to you and your students, provide accountability for you and others, and actually increase student success. 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332  The Learning."Systemh-@"Tahoma-. 33 2 :-.-@"Tahoma-. 33'2 =centered Institution:N.-@"Tahoma-. 3312 Pedagogy and Assessment for .-@"Tahoma-. 332 ',Student Success.-@"Tahoma-. 2 O2 Amy Driscoll s.-@"Tahoma-. +2 W$WASC EDUCATIONAL SEMINAR.-@"Tahoma-. 2 _7 February 2008s.-Root EntrydO)۶b3 PicturesCurrent User%8SummaryInformation(3     8456  !"#$sment and Reflection on Pedagogy to Promote Student SuccessIProcesses for Developing Learning-centered Education and Student SuccessSUMMARYINSPIRATIONS:  Fonts UsedDesign Template Slide Titles+4 $,  _`CathleenCathleen on Pedagogy to Promote Student SuccessIProcesses for Developing Learning-centered Education and Student SuccessSUMMARYINSPIRATIONS:  Fonts UsedDesign Template Slide Titles+!_` jkotovskyjkotovsky  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"$%&'()*/Root EntrydO)PicturesCurrent User#SummaryInformation(3PowerPoint Document(P`DocumentSummaryInformation8Root EntrydO)\3@ PicturesCurrent User#SummaryInformation(3     $%&'()*84567  !"#$՜.+,D՜.+,     cOn-screen ShowCSUMB"+ 0ArialTahoma WingdingsTimes New RomanBlendsOThe Learning-centered Institution: Pedagogy and Assessment for Student Success Key Ideas!Learner-Centered=Student Success)Hallmarks of Learning-centered EducationLearning-centered CurriculumLearning-centered PedagogyLearning-centered Assessment4Processes for Developing Learner-centered Education(Developing Learning-centered AssessmentJPossible Purposes for Assessment: which purposes support student success?!Possibilities:Purpose/DefinitionThinking about AssessmentStarting with Mission7Aligning Mission with Educational Goals for Assessment'Aligning Values With Educational GoalsSchool/Departmental Missions7Assessment Protocols for Learning-centered AssessmentGoalsExamples of Goals.Impact of Goals on Student Learning & SuccessStudent Learning OutcomesExamples of Outcomes1Impact of Outcomes on Student Learning & Success EvidenceExamples of Evidence1Impact of Evidence on Student Learning & Success CriteriaExamples of Criteria1Impact of Criteria on Student Learning & SuccessStandards/RubricsExamples of Standards/Rubrics2Impact of Standards on Student Learning & SuccessEAssessing Student Learning: Course, Program and Institutional Levels@Step 3: Aligning Curriculum and Pedagogy with Learning Outcomes0Student Learning Outcome Example: Implications?Standard:Multiple Perspectives8 Step 4: Making Learning Outcomes ---Leads to Success0Step 5: Collect Evidence of Student Achievement$Step 5: Review and Analyze EvidenceVChanges in Teaching, Assessment and Reflection on Pedagogy to Promote Student SuccessIProcesses for Developing Learning-centered Education and Student SuccessSUMMARYINSPIRATIONS:  Fonts UsedDesign Template Slide Titles+4 $, PowerPoint Document(P`DocumentSummaryInformation8<