1 / 16

Peer Review and Assessment Workshop

Peer Review and Assessment Workshop. November 9, 2012. Purpose of Assessment. Proving that students are learning Reaction to challenges in public education Rising potential, stagnant performance

paloma
Télécharger la présentation

Peer Review and Assessment Workshop

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Peer Review and Assessment Workshop November 9, 2012

  2. Purpose of Assessment • Proving that students are learning • Reaction to challenges in public education • Rising potential, stagnant performance • Regional Accreditors: Higher Learning Commission of the North Central Association of Colleges and Schools

  3. Systematic Assessment • Focus on results, not effort • Student learning, not potential • Evidence-based, not conjecture • “four years of boredom” • Integrated throughout the university

  4. Peer Review Faculty Handbook, p. 26

  5. Peer Review • Formative Evaluation: “FORMATIVE EVALUATION: EVALUATION CONDUCTED TO ASSESS THE EFFECTIVENESS OF SPECIFIC TEACHING PRACTICES AND IDENTIFY AREAS FOR IMPROVEMENT OR DEVELOPMENT.”

  6. Peer Review • Faculty responsibility • Provide meaningful feedback to probationary faculty • Offer of assistance • Preparation (only) for Promotion and Tenure

  7. Peer Review • Portfolio Preparation • Teaching • Service • Scholarship

  8. Peer Review Faculty Handbook, p. 27 • Teaching Portfolio • “A teaching portfolio that chronicles teaching performance should be maintained to provide further evidence of effective teaching; portfolios are to include examples of such items as objectives, syllabi, exams, modifications of courses, teaching techniques used, grading procedures, distribution of course grades, in-class and out-of-class assignments, text used/changes for all courses taught; summaries of student evaluations; a list of advisees (i.e., number of advisees per year); records of student projects; records of special activities with students (clinical, internships, presentations, etc.); and records of workshops/special sessions developed, taught, attended, etc.”

  9. Peer Review • Porfolio Preparation Workshop: January-February, 2012 • Peer Review is uneven across campus • New faculty must focus on two things: • Preparation and instruction • Student learning results • Balancing Contributions and Results

  10. Assessment and Peer Review • Balancing Contributions and Results • Selections of … both • Typical peer review portfolio • Syllabi • Tests • Student evaluations • Handouts • Grade distributions

  11. Assessment and Peer Review • Best portfolios prove your unique contribution to student learning • Results • Do not rely upon final grades • Non-learning components • Often do not provide clear picture of learning • Rarely provide guidance on weaknesses • Find other examples of student learning

  12. Assessment and Peer Review • How to find examples of student learning • Consult your program assessment plan • What are the goals, objectives, etc.? • How does your class fit into general education? • What are you requiring students to prove that also proves these things?

  13. Assessment and Peer Review • Where can you find evidence of student learning? • Look at what you are already doing! • Exams • Assignments • Projects • Surveys • Blackboard Survey features (anonymous) • Tailor to learning objectives

  14. Assessment and Peer Review • Course, Program, General Education Assessment Tool—CPGEs • OneTech—tied to program assessment • What we need • Course ID • Learning objectives being assessed • (no more than 5)

  15. Move Beyond “Closing the Loop”

  16. Umbrella Approach Curriculum Change Program Assessment Gen. Ed. Peer Review and P&T Strategic Planning Course Evidence

More Related