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Amy Baldwin Instructor of College Studies Pulaski Technical College abaldwin@ pulaskitech

Are they learning anything? Simple yet effective classroom assessment techniques for student success courses. Amy Baldwin Instructor of College Studies Pulaski Technical College abaldwin@ pulaskitech.edu www.itsinthesyllabus.com. Brian Tietje

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Amy Baldwin Instructor of College Studies Pulaski Technical College abaldwin@ pulaskitech

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  1. Are they learning anything? Simple yet effective classroom assessment techniques for student success courses Amy Baldwin Instructor of College Studies Pulaski Technical College abaldwin@pulaskitech.edu www.itsinthesyllabus.com Brian Tietje Vice Provost of International, Graduate and Extended Education Cal Poly State University, San Luis Obispo btietje@calpoly.edu 32nd Annual First-Year Experience Conference Orlando, FL February 24, 2013

  2. Get YOURSELF CARDED: part 1 of 4 What is one thing that you want your students to learn in your student success course?

  3. MAKING THE CASE FOR ASSESSMENT IN STUDENT SUCCESS COURSES • Connects to outcomes • Sets standards for learning • Provides data for planning

  4. A Tale of two needs What administrators want What faculty want

  5. A Tale of two needs: SIMPLE What admin wants What faculty want Quick to give Easy to assess • Efficient • Manageable

  6. A Tale of two needs: EFFECTIVE What admin wants What faculty want Engaging Meaningful • Accountable • Parents and students • Trustees / Regents • Legislators • Accreditors • Strategic

  7. A Tale of two needs: STUDENT-CENTERED What admin wants What faculty want Student-focused Helpful feedback about student progress Insights for learner-centered course planning • Studentoutcomes • Retention • Graduation rates • Employability

  8. A Tale of two needs: What Not to do What administrators Don’T WANT What faculty want DON’T WANT

  9. ARE THEY LEARNING ANYTHING?

  10. THE Backward Design Approach TO COURSE DEVELOPMENT Adapted from: Wiggins, G. & McTighe, J. (2005). Understanding by Design, 2nd ed. ASCD.

  11. STUDENT SUCCESS COURSE OUTCOMES • After completing College Seminar, students will be able to • Describe the culture and expectations of college. • Determine resources to ensure academic success. • Develop academic skills necessary for new learning. • Set realistic academic goals.

  12. Whose SIDE ARE YOU ON? • You can commit plagiarism by submitting the same paper for two different courses. • If “True,” stand on the right side of the room. If “False,” stand on the left side the room. • STUDENT SUCCESS OBJECTIVE: • Describe the culture and expectations of college.

  13. HOW DO I REPORT THAT? • STUDENT SUCCESS OBJECTIVE: • Describe the culture and expectations of college.

  14. BlaCKJACK 21 • Write an academic • goal on the front of • the index card. • Trade cards and • evaluate the goal • based on the SMART • criteria as directed. • STUDENT SUCCESS OBJECTIVE: • Set realistic academic goals .

  15. ROUND 1: BACK OF CARDS ROUND 2: BACK OF CARDS FRONT OF CARDS GOAL: Graduate college 1 1 3 GOAL: Complete an associate’s degree from PTC by May 2015 6 6 4 • STUDENT SUCCESS OBJECTIVE: • Set realistic academic goals .

  16. ROUND 3: BACK OF CARDS FRONT OF CARDS Total = 9 GOAL: Graduate college 1 3 5 GOAL: Complete an associate’s degree from PTC by May 2015 6 4 2 Total: 12 • STUDENT SUCCESS OBJECTIVE: • Set realistic academic goals .

  17. BUT ARE THEY LEARNING ANYTHING?

  18. HOW DO I REPORT THAT? • STUDENT SUCCESS OBJECTIVE: • Set realistic academic goals .

  19. DIRECTED RESPONSE • Listen to each of • the three scenarios • and determine which • type of thinking is • represented: • Creative • Critical • Analytical STUDENT SUCCESS OBJECTIVE: Develop academic skills necessary for new learning.

  20. HOW DO I REPORT THAT? STUDENT SUCCESS OBJECTIVE: Develop academic skills necessary for new learning.

  21. MInUTE PAPER • Whatresources are available for a • single parent student who is • struggling with his math course • that requires the use of technology • to complete homework and • quizzes? The student has limited • access to a computer at home. STUDENT SUCCESS OBJECTIVE: Determine resources to ensure academic success.

  22. HOW DO I REPORT THAT? STUDENT SUCCESS OBJECTIVE: Determine resources to ensure academic success.

  23. Get YOURSELF CARDED: part 2 of 4 2. How could you simply and effectively assess the learning goal you described earlier?

  24. Pulling it All together

  25. GET YOURSELF CARDED: part 3 and 4 (back of card) 3. How could you communicate the assessment results to the campus? 4. How could this information be useful for the institution?

  26. GET YOURSELF CARDED: Scoring rubric • 1: not at all confident in my ability to assess learning in my class and report those results to a broader audience • 2: somewhat confident, but need more guidance in how to assess learning in my class and report those results to a broader audience • 3: very confident and ready to assess learning in my class and report results to a broader audience

  27. handout

  28. RESULTS SUMMARY PARTICIPANT OBJECTIVE: Develop confidence in ability to assess learning and report to a broader audience.

  29. LET US KNOW HOW WE CAN HELP! Amy Baldwin Instructor of College Studies Pulaski Technical College abaldwin@pulaskitech.edu www.itsinthesyllabus.com Brian Tietje Vice Provost of International, Graduate and Extended Education Cal Poly State University, San Luis Obispo btietje@calpoly.edu

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