THE [ CLA ] IS MY FRIEND [ Collegiate Learning Assessment ] SEPT. 2009

1. THE [CLA] IS MY FRIEND [Collegiate Learning Assessment] SEPT. 2009

2. OUTLINE • Brief overview of the CLA • Our results • Utilizing results (input requested) • Q & A (IF TIME ALLOWS)

3. Why Measure Educational Outcomes? • We (should) measure what we value, we (should) value what we measure • Improve quality of student learning by creating a culture of assessment • Informing pedagogy and curricular design • Making assessment integral part of teaching and learning • Create formative evaluation for the institution, programs, major • Enable conversations about academic expectations and standards • Deeds, 2008 (red added.) CAE –[CLA] slide

4. The CLA is Designed to Holistically Measure Several Skills Critical thinking Analytic thinking Problem solving Written communication

5. MORNINGSIDE COLLEGE OUTCOMES (Related to CLA) Outcome 1. Morningside graduates demonstrate analytic, synthetic, creative, evaluative, and quantitative thinking. Outcome 2. Morningside graduates communicate effectively. Outcome 5. Morningside graduates apply knowledge and skills from multiple, diverse disciplines and practical experiences to understand complex issues and solve problems.

6. WHAT WE DID In the Fall 2008, we CLA’d almost all our Freshman class (N=263) In the Spring of 2009, we CLA’d Seniors from Capstone classes (N=109) (Which reminds me….)

7. Two Types of Tasks Analytic Writing Task Make-an-Argument Students are presented with one of four possible statements and have 45 minutes to present their position on the topic. Critique-an-Argument Students are presented with one of four possible statements and have 30 minutes to discuss how well-reasoned the argument is.

8. Two Types of Tasks cont. • Performance Task Students are presented with one of seven real-life scenarios and are given 90 minutes to utilize a variety of sources and respond to questions.

9. Make-an-Argument Example • Government funding would be better spent on preventing crime than dealing with criminals after the fact. Directions: In 45 minutes, present your perspective on the issue, using relevant reasons and/or examples to support your views

10. Expectations of Students • Establish a thesis • Maintain the thesis • Support the thesis with examples • Anticipate, and counter, opposing arguments

11. QUESTION 1 How do you think our Freshman and Senior students do in comparison to others? Better – About the Same-Worse Why? (pair and jot)

12. Critique-an-Argument Directions: 45 minutes, present your perspective on the issue, using relevant reasons and/or examples to support your views The number of marriages that end in divorce keeps growing. A large percentage of them are from June weddings. Because June weddings are so popular, couples end up being engaged for a long time just so that they can get married in the summer months. The number of divorces keeps gets bigger with each passing year, and the latest news is that 1 out of 3 marriages will end in divorce. So, if you want a marriage to last forever, it is best to do everything you can to prevent getting divorced. Therefore, it is good advice for young couples to have a short engagement and choose a month other than June for the wedding. Directions: In 30 minutes, discuss how well-reasoned you find the argument; focus on the logic displayed.

13. Expectations of Students • Identify logical flaws or fallacies • Determine how these logical flaws influence the arguments conclusion

14. QUESTION 2 How do you think our Freshman and Senior students do in comparison to others? Better – About the Same-Worse Why? (p and j)

15. Performance Task Requires students to synthesize information from multiple sources such as: maps, interviews, artwork, graphs, etc… Realistic, complex scenarios.

16. Expectations of Students Recognize evidence within documents Analyze evidence within and across documents Draw conclusions based on information provided. (Shar and Rachel)

17. QUESTION 3 How do you think our Freshman and Senior students do in comparison to others? Better – About the Same-Worse Why? (pair and jot)

18. QUESTION 4 5 6 How do you think the difference between our Freshman and Senior students on CAA, MAA, and PT compares to other institutions? Better – About the Same-Worse Why? (pair and jot)

23. UTILIZING RESULTS If we assume: 1. The CLA addresses skills we think important, and 2. The measurement (prompts, scoring, etc..)is reasonable. Then: What can do with this information to improve?

24. THE END

25. APPENDICIES Performance Task CLA Institutions

26. Crime Reduction • Student is advising the mayor, who is running for re-election. • There is an upcoming mayoral debate, for which the student must help the incumbent mayor prepare. CAE –[CLA] slide

27. Crime Reduction • There are two policy approaches for reducing crime: • Drug education program • Increasing number of police officers on the streets CAE –[CLA] slide

28. Crime Reduction • Documents available to the student include: • Newspaper article about crime in the community • Research abstracts about drug education program • Report about success of a drug education program in another community • Police report (with table of data) about crime and drug use in the community • Plots of the relationship between police offers and crime • Private investigator report about possible connection between opponent and drug education program CAE –[CLA] slide

29. Crime Reduction “Pat Stone is running for reelection as the mayor of Jefferson, a city in the state of Columbia. Mayor Stone’s opponent in this contest is Dr. Jamie Eager. Dr. Eager is a member of the Jefferson City Council. You are a consultant to Mayor Stone. Mayor Stone wants to make sure the best policy for reducing crime in Jefferson is identified, so has asked you to analyze the strengths and/or limitations of Dr. Eager’s proposal.” Directions: 90 minutes, use the evidence from the Document Library to answer the following questions. CAE –[CLA] slide

30. CLA Institutions