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NOTICE. This presentation and its contents are the jointly held property of the three coauthors and The Board of Regents of The University of Texas System. Please do not cite any of the materials presented herein without appropriately referencing the work per the information on the next slide.

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  1. NOTICE This presentation and its contents are the jointly held property of the three coauthors and The Board of Regents of The University of Texas System. Please do not cite any of the materials presented herein without appropriately referencing the work per the information on the next slide. My colleagues and I welcome your feedback; send your e-mail to djsilva@uta.edu. If you plan to use any part of this presentation, please let us know. Thank you. -David Silva, Araya Maurice, David Purkiss To move through the presentation, press the “enter” key.

  2. The Development and Use of UT Arlington’s Active Learning Assessment Tool (ALAT) Araya Maurice*, David Purkiss*, and David J. Silva^*Office of Institutional Research, Planning and Effectiveness / ^Office of the Provost Southern Association of Institutional Research Annual Conference October, 20th 2008

  3. Active Learning at UT Arlington • …puts the student at the center of the learning process, making him/her a partner in discovery, not a passive receiver of information. • …requires students to interact with and integrate course material by reading, writing, discussing, problem-solving, investigating, reflecting, and engaging in such higher order thinking tasks ... • …draws upon such teaching strategies as question-and-answer sessions, short in-class writing exercises, student research, internships and community service, team learning, and problem-based learning.

  4. What is the ALAT? “Active Learning Assessment Tool” Closely modeled after the Active Learning Inventory Tool (ALIT) developed at Northeastern University (School of Pharmacy) “[A]n ‘inventory tool’ to characterize the use of Active Learning techniques by faculty” in Pharmacy classes (Devlin et al.) Tremendous thanks to colleagues at Northeastern University, including Dr. Richard Porter

  5. Comparing ALIT and ALAT

  6. Active Learning Inventory ToolNortheastern University

  7. “Active Learning: Pathways to Higher Order Thinking at UT Arlington” 12 faculty-designed / committee-selected pilot projects • Time Frame = 3 years (2007-’08, ‘08-’09, ‘09-’10) • Differing Course Formats • Large lecture class • Capstone • Seminar • Multiple Disciplines • Architecture, Business, Education, Engineering (3), History, Honors, Library / English, Mathematics, Nursing, Political Science • Varying Interventions • Personal Response Systems (“clickers”) • Blogging / On-Line Community-Building • Fieldwork • On-line Problem Solving (with immediate feedback) • Design & Production Projects

  8. QEP Measurements • Student Level • Academic Background • Demographic Information • Self-Reported Engagement + Attendance • Performance • Critical Thinking Test (CTT) • Evaluations from a Criterion-Based Course Rubric • Course Level • Aggregated student-level data • Course Descriptives including indications of “control” vs. “active learning” • IDEA • Focus Group Transcripts • Active Learning Assessments (ALAT)

  9. UT Arlington ALAT: First Iteration • Student offers unsolicited comment. • Student responds to question. • Student asks question. • … • … • … • … • … • . • . • … • Students teach each other in small groups. • Students draw diagrams which interrelate various concepts. • Student exercise in problem solving… • Student problem solve in small groups.

  10. UT Arlington ALAT: First Iteration • SPEAK • WRITE • SOLVE PROBLEM • ORGANIZE • PLAY • “CLICKER” • QUIZ • PRESENTATION

  11. UT Arlington ALAT: Second Iteration

  12. The Deming Cycle

  13. The Assessment Cycle

  14. UT Arlington ALAT: Third Iteration

  15. UT Arlington ALAT: Current Version (2008-09)

  16. ALAT Coding, Complexity Level and Duration Categories

  17. Data Entry: Active Learning Info System

  18. ALAT Reliability Issues • Inter-rater: • Performed for the first two semesters of use • Assessment Specialists performed concurrent ALAT observations and then compared results between raters • ALAT Comparisons (visual): Good match on codes; some variation on number of occurrences • Intra-rater: • Beginning the third semester of use • Shifted focus to ongoing training and norming of ALAT observers to promote rater consistency …Mathematical Model?

  19. Data: Active Learning Indices for 2007-08

  20. Utility • Measurement of Classroom Activity for IR purposes • Providing instructional faculty with feedback • Comparing perception with reality • Realigning as appropriate • Creating an inventory of praxis for chairs and deans • Providing information to central administration on • Range of teaching praxis campus-wide • Generalizations as stratified by college, course level, course format • Directions for future professional development needs(specific to teaching)

  21. Caveats Measures only what happens in the classroom Makes no direct claims regarding learning per se

  22. Questions / Comments Araya Maurice, Ph.D.Assistant Director for Assessment of Student Successamaurice@uta.edu David Purkiss, M.A.Undergraduate Research and Assessment Specialistdpurkiss@uta.edu David J. Silva, Ph.D.Vice Provost for Academic Affairsdjsilva@uta.edu

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