Zen and the Art of Assessment: A Framework for Effective Practice Based on: Assessment in Context:

1. Zen and the Art of Assessment:A Framework for Effective Practice • Based on: • Assessment in Context: • A Systems Approach to Educational Effectiveness • Ronald L. Baker

2. Educational Practice Teaching Learning Knowledge Assessing

3. Historical Paradigm • Knowledge • Maze of disparate often isolated information • Teaching • Dispensing discipline-specific information • Learning • Recording and assembling information • Assessing • Testing retention of information

4. Appearance • Most of us do not look as handsome to others as we do to ourselves. • Assiniboine Tribal Proverb

5. Change Outcomes Implied  Explicit What does that mean? Achievements Assumed  Assessed How do you know? Evidence Anecdotal  Verifiable Show me the data!

6. Strategic Plan • We need elucidation of the obvious more than investigation of the obscure. • Oliver Wendell Holmes

7. Perspective • The challenge is for us to see beyond the innumerable fragments to the whole, stepping back far enough to appreciate how things move and change as a coherent entity. • Margaret Wheatley

8. Approach • Method consists of two processes, correlative and complementary to each other: Analysis of complex totalities into their parts; and Synthesis of parts into their totality. • Joseph L. Esposito

9. Amplification • Analysis - Reductionistic examination of parts to acquire knowledge of their properties and functions. • Synthesis - Holistic study of relationships among parts to gain understanding of their roles and the purpose of the whole in which they exist.

10. Characteristics • Analysis • Reductionistic • Take Apart • Isolate • Answer Questions Synthesis Holistic Put Together Correlate Ask Questions

11. Isolated Practices

12. Interlocking Practices

13. Analysis Fit

14. Synthesis Fit

15. Nuances • Improvement (Achieve Outcomes) • Student Learning • Curriculum • Pedagogy • Performance (Evaluate Outcomes) • Student Achievement • Teaching Effectiveness • Program Success • Accountability (Defend Outcomes) • Cost • Efficiency • Viability

16. Definition • Assessment is a system of analysis and synthesis to appraise and document quality, achievements, and effectiveness consisting of: • Collection • Analysis • Evaluation • Evidence • Assimilation

17. Elements Collection - systematic acquisition of data linked to indicators of achievement. Analysis - critical examination of data. Evaluation - meaning derived from analysis. Evidence - documentation to support judgments, conclusions, and actions. Assimilation - use of evidence-based findings to inform and improve practice.

18. Interests Student Learning Teaching Effectiveness Program Effectiveness Support Unit Effectiveness Institutional Effectiveness Personal Fulfillment

19. Frameworks • Student Learning • Focus: Learning Outcomes • Assess: Progress/Achievements • Teaching Effectiveness • Focus: Promotion of Learning • Assess: Student Engagement • Program Effectiveness • Focus: Stakeholder Expectations • Assess: Post-completion Success

20. Frameworks • Unit Effectiveness • Focus: Role and Objectives • Assess: Processes and Practices • Institutional Effectiveness • Focus: Mission and Goals • Assess: Fulfillment of Intentions • Personal Fulfillment • Focus: Individual Expectations • Assess: Satisfaction and “Fit”

21. Forms • Formative - ongoing formal and informal evaluations that provide feedback on progress to date and gives direction to achievement of intended outcomes. • Summative - formal evaluations at specific points in time to judge performance in relation to the intended outcomes of the course or unit.

22. Fulcrum How much assessment is formative? How much assessment is summative? How commensurate is that distribution with your mission and values?

23. Student Learning Assessment • Primary Purposes: • Assessment of Student Learning • Evaluate/certify student achievements Assessment forStudent Learning • Assist students in fulfilling their fullest potential as learners

24. Differentiation • Assessment of learning is the process of measuring, evaluating, and documenting students’ knowledge, skills, and abilities.

25. Differentiation • Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there. • Assessment for Learning: 10 Principles • Assessment Reform Group (ARG)

26. Characteristics • Assessment of Learning • Measures Past Learning • Reports Results • Accountability • Yields Feedback • Summative • Evaluative • Formal Assessment for Learning Fosters Future Learning Influences Results Improvement Yields Feedforward Formative Diagnostic Informal

27. Balance • Assessment of learning, balanced with assessment for learning, interconnects assessments with assignments in a recursive cycle so that summative feedback on one outcome yields formative feedforward that enhances achievement of a subsequent outcome. • Integrative Assessment (Quality Assurance Agency for Higher Education)

28. Ambiguity • A Excellent • C- Fine • C/C- Interesting • C Opening terrible - main part OK - give references next time • C- Your writing is appalling • D Terrible! Didn’t you learn anything at school about writing essays?!

29. Purposeful Practice

30. Purposeful Practice

31. Purposeful Practice Matrix

32. Questions and Discussion

33. Values • What is your foremost institutional value?

34. Application • Does assessment practice reflect that value?

35. Authenticity • How well do assessments promote outcomes achievement or enable judgments of authentic achievement of your outcomes?

36. Assimilation • How are assessment results used to enhance achievements/improve effectiveness of practice?

37. Good Luck! • Ron Baker • rbaker@nwccu.org