Improving CourseEmbedded Assessment through Faculty Development Mary Kay JordanFleming, Ph.D. Professor of Psychology Coordinator, Academic Assessment James H. Bodle, Ph.D. Professor of Psychology Director, Center for Teaching and Learning Excellence
15
Embed
Improving*Course/Embedded* Assessment*through* Faculty ...webmedia.jcu.edu/assessment/files/2015/05/G-SUN... · Mount St. Joseph University Improving*Alignment*to*Rubrics* •...
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Improving Course-‐Embedded Assessment through Faculty Development
Mary Kay Jordan-‐Fleming, Ph.D. Professor of Psychology
Coordinator, Academic Assessment
James H. Bodle, Ph.D. Professor of Psychology
Director, Center for Teaching and Learning Excellence
Mount St. Joseph University
Our Focus: • Benefits and challenges of course-‐embedded (C-‐E) assessment
• CriCcal importance of alignment between assignments and rubrics
• Process for insuring alignment • Faculty skill in aligning assignments to rubrics: Research on experts and novices
• Role of faculty development in success of C-‐E assessment
So, if faculty are: experts in their fields creaCve in designing assignments, and proficient at grading, ...
WHY DO THEY FAIL AT ALIGNING ASSIGNMENTS TO ASSESSMENT RUBRICS?
“Expert blind spot”
Mount St. Joseph University
On experIse…
“There are known knowns… There are known unknowns… But there are also unknown unknowns. There are things we don't know we don't know.”
Mount St. Joseph University
Expert Blind Spot Skills and steps taken for granted by experts are not obvious to a naïve reader. For example:
“Sauté until the sauce is done. Cook until the sauce is a good consistency. Add spices to taste.”
The Expert Blind Spot limits experts’ ability to write clear instrucCons for novices. Nickerson, 1999
Mount St. Joseph University
Improving Alignment to Rubrics • Give clear guidelines for wriCng assignments Ewell, 2013: A good assignment should iden0fy students’ central task, how to undertake it and communicate results, and how extensive/eviden0al response should be.
• Give examples of assignments that align to rubrics • Provide construcCve criCque of assignments • Include faculty in the assessment process (raCngs, criCque and feedback, improvement)
• Create opportuniCes for peer-‐to-‐peer faculty development
Mount St. Joseph University
Lessons Learned • Expert Blind Spot may compromise alignment of assignments with rubrics, more acutely for content-‐ than process-‐oriented outcomes.
• Third-‐party approval improves alignment with rubrics and validity of data.
• Course-‐embedded assessment requires seamless integraCon of curriculum, assessment, and faculty development.