Scaffolding

2. Scaffolding A. Providing opportunities for students to build upon what they know to what they need to know to complete a larger scale assignment. This reflects a developmental approach to demonstrating learning over the course of the semester. Research Paper-taken in sections (Topic selection, Resource list, Outline, Drafts, Peer editing, Final paper) Progress checks in a project or large assignment

3. Design Check Are there opportunities for students to receive feedback as they move through the assignment? Are assignments built upon the skills, knowledge acquired previously? Is the course designed to have students move progressively through more complex content or application of that content?

4. Scaffolding • B. Allow student to process/unwrap their learning experience as they move toward the completion of a larger project. • Examples of techniques to do this: • Reaction journals • Discussion boards • Concept mapping • Open-ended prompt

6. Design Check Do students have opportunities to process their learning as they move through the assignment process over time?

7. VALUE Project (www.aacu.org/value) • Project Goals • 1) Create dialogue and develop shared understanding of common learning outcomes • 2) Create template for direct assessment of student work (in text and non-text formats) • 3) Create student-friendly format to engage students in self-evaluation • Rubric Development • Teams of faculty/scholars nationwide • Reviewed existing rubrics to identify commonalities, clarify language, and develop broad agreement on outcomes criteria (openedpractices.org) • To date accessed by over 3000 institutions, 11,000 individuals • Domestic & international, K-12

8. VALUE Rubrics • Knowledge of Human Cultures & the Physical & Natural Worlds • Content Areas No Rubrics • Intellectual and Practical Skills • Inquiry & Analysis • Critical Thinking • Creative Thinking • Written Communication • Oral Communication • Reading • Quantitative Literacy • Information Literacy • Teamwork • Problem-solving • Personal & Social Responsibility • Civic Knowledge & Engagement • Intercultural Knowledge & Competence • Ethical Reasoning • Foundations & Skills for Lifelong Learning • Integrative & Applied Learning • Integrative & Applied Learning

9. Located at: http://www.aacu.org/value/index.cfm

10. VALUE: Valid Assessment of Learning in Undergraduate Education http://www.aacu.org/value/casestudies/ Brief case studies identifying which of the rubrics were being used, by whom, and in what areas of the curriculum and co-curriculum, as well as to describe how the resulting data were being used to improve student learning.

11. El Centro College – Dallas County Community College District http://www.elcentrocollege.edu/about/slos Students who successfully complete ECC courses, whose sections contain explicitly embedded critical thinking instructional components, will have the following skills which have been defined as the QEP Student Learning Outcomes (SLOs). • SLO 1: Apply critical thinking terms within a given context. • SLO 2: Ask pertinent questions that clarify and focus an issue. • SLO 3: Evaluate quality and relevance of information. • SLO 4: Formulate well-reasoned conclusions and solutions. • SLO 5: Implement continuous improvement in thought processes through reflective thinking.

12. SLO Toolkit Activity – El Centro College SLO #: 1 Course Level:_1000_Suggested Class Time :1 hr 40 min Complexity Index: Moderate Critical thinking is defined as: …the disciplined and continuous process of asking the right questions and practicing logical thought processes to come to justifiable conclusions. SLO statement: Apply critical thinking terms in context.

13. Analyzing and Evaluating Claims: Objective of Activity: Students will learn to identify a claim, derive assumptions, state what the assumptions imply, make inferences, and evaluate the claims that they have identified.

14. Lesson Plan Outline for ActivityClassroom ImplementationSuggested Assessment Technique(s): Direct & Indirect MeasuresEvidence To Be Collected

15. Assessment Rubric for this activity: Claims- General Rubric Superior Advanced Proficient Needs Improvement Unsatisfactory

16. El Centro SLOs– organic process Started with 5 QEP lead faculty Implementation in 5 courses – HIP – Student Success Class Developed toolkit for each SLO – SLO #1 required for all courses; others as appropriate to course Assessment – customized VALUE rubrics and activities - faculty had calibration sessions Trained key individuals who, in turn, train all faculty

17. El Centro SLOs– Data – sources & results Student achievement measures – nationally-normed tests and other Tracked % of faculty who administered activities/assessments successfully vs. those who had problems Implementation now at 80% 90% involvement by adjuncts in training Have not yet tracked student cohort data

18. El Centro SLOs– Lessons learned Provide FT faculty monetary incentive to participate in training. Not a top-down initiative – must be “locally” driven – by department/division Involve individuals across the curriculum/ cross-curricular conversations are most valuable. Faculty are having the conversations and enjoying them!