SPUR YOUR ASSESSMENT ENTHUSIASM
HOW SIMPLIFYING ASSESSMENT CAN TURN
SKEPTICS INTO APOLOGISTS
Brandy Hoffmann, Department of Writing Studies
PH: x8421
Email: bhoffma2


“Are they getting it?”

“Are we doing what we can to make sure that they
get it?”

“The challenge is to identify what is healthy and
productive about assessment and use it to improve the institution as well as to meet the requirements of accreditors and other external audiences.” –
Barbara Walvoord, Assessment Clear and Simple

The KEYs to Worthwhile Department Assessment

My Role as Assessment Coordinator
I will acknowledge and help alleviate “Assessment
Hostility Disorder” (AHD)
– John C. Bean
I will help colleagues focus on improving their teaching, period.
I will relieve colleagues of assessment related busy work.

THE SIMPLICITY MANDATE
Barbara Walvoord says,

Assessment need not be complicated.

Assessment need not be complicated.

Assessment need not be complicated.
Linda Suskie asks for…

Simple, flexible approaches.

Simple, flexible approaches.

Simple, flexible approaches.

“Let’s talk about our teaching, their learning
In Writing Studies …
1.
We will stop assessing everything at once.
2.
3.
We will focus on 1 to 3 outcomes per school year.
We will hold two assessment meetings per school year.
4.
5.
6.
7.
8.
9.
We will create small faculty groups for implementation.
We will embed assessment, not add it.
We will compose short, meaningful assessment reports.
We will let assessment evolve over time.
We will talk about our teaching.
We will ACT to improve student learning.

 ePortfolio Community Pilot

Non-academic Moodle Site

An assessment coordinator

Assessment has Changed my Classroom
Transparency via…
In-class writings about course and individual goals
In-class discussions about course and individual goals
Collaborative rubrics
Repeated opportunities to practice skills
Revision opportunities
An assignment series to assess progress ePortfolio as a tool for continuity & reflection
Asking students to assess themselves

We should ask our students Why?
We should ask ourselves Why?
The students should ask us Why?
The students should ask themselves Why?

No.
Part of my role is to welcome detractors.
It’s good to keep an attitude of skepticism.
It’s good to say, “You probably have good reasons to dislike assessment.”

The Innovation Movement
Assessment encourages innovation.
Assessment doesn’t take teaching for granted.
Assessment asks us to consider how our students learn, not just if they’re learning.
Transparent assessment helps student make connections