Institutionalizing Assessment
Dr. Jodi Servatius, California State University East Bay
Dr. Karen Yoshino, Blackboard Enterprise Consulting Team
FROM
Slow progress developing ILO rubrics
Unclear assessment process
Not happy with data
TO
Institution‐wide assessment plan
Measurement rubrics for Gen Ed identified
Assessment support roles identified
From reports to action
Think critically, creatively and analytically
Communicate ideas effectively
Apply knowledge of diversity and multicultural competencies to promote equity and social justice
Work as members and leaders of diverse teams and communities
Act responsibly and sustainably at local, national, and global levels
Demonstrate knowledge and application of practice in a specialized discipline of study
1. Critical Thinking
2. Oral Communication
3. Written Communication
4. Scientific Reasoning
5. Quantitative Reasoning
6. Multicultural Competence
7. Ethical Reasoning
8. Social Responsibility
9. Information literacy
10.Collaboration
11.Technological Literacy
12.Disciplinary Knowledge
1
• Teams formed: technology selection, process definition, rubric development
2
• Pilot projects: critical thinking, written communication, diversity & social justice
3
• Formal plan, staffing, work with existing faculty governance Collective interpretation to answer key questions:
Spring 2013 Oral Communication
Overall
Mannerisms
1. Did the institution deliver on this outcome according to our expectations?
Pace
Oral Delivery
Eye Contact
Body Language
2. Where are opportunities to improve design or delivery of the 5
curriculum?
Conclusion
Organization
Thesis Statement
0
0.5
1
1.5
2
2.5
3
3.5
4
Collective analysis of results
Actionable data
Changes in design or delivery of curriculum
Pilot faculty reactions:
Appreciation for opportunity to work with cross disciplinary colleagues
Enthusiasm for the intellectual work of rubric development
Increased interest in creating effective and meaningful assignments
Faculty concern about use of assessment data to evaluate them or their work
Faculty concern about student privacy rights
Need to balance faculty driving assessment policy, while administrators provide leadership and support for process
Form volunteer faculty teams for additional 8 or so rubrics’ development/testing over next 3 years
Interpret results in simple, useful ways for faculty
Help programs to assess their own contributions to students’ attainment of ILOs
Provide consultations for program faculty on improving curriculum maps, assignments
Offer faculty development workshops
jodi.servatius@csueastbay.edu
karen.yoshino@blackboard.com
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