From Isolated to Collaborative: Assessing Student Learning Using Rubrics and Technologies

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From Isolated to Collaborative Assessing
Student Learning Using Rubrics and Technologies

• Amy Gort, Ph.D.
• Michele Kieke, Ph.D.
• Miriam Luebke, Psy.D.
• Karen Moroz, Ed.D.

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Outline

• Discussion Collaborative Assessment Obstacles
• Our history
• Our use of technology
• Resulting Collaborative Assessment
• General Education
• Major Assessment
• Future plans
• Wrap-up Discussion Obstacle
• Solutions
• http//concordia.csp.edu/Assessment/

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Isolated vs. Collaborative Assessment

• What is isolated assessments? Independently
  devised, course-specific assessments. Major
  assessments designed and analyzed by a single
  person.
• What is Collaborative Assessment? Communication
  and collaboration among faculty and staff members
  related to the assessment of student learning and
  its implications for program improvement.

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What do we communicate about?

• What are the learning outcomes?
• What is being taught and where?
• What tools are used to measure student learning?
• What are the results of the assessments?
• What will be done in response to the results?
• Based on the data what needs to be done to
  improve?

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What obstacles to collaborative assessment have
you experienced on your campus?
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Obstacles to Collaborative Assessment

• Click to add text

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Concordia University, St. Paul

• Comprehensive, Lutheran university
• 2236 Students
• 969 Traditional-age Students (FT and PT)
• 551 Degree Completion Students (FT and PT)
• 716 Graduate Students (FT and PT)
• 106 full-time faculty, gt250 adjunct faculty
• 49 BA programs, 13 MA programs

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A Chronological View

• Course-specific learning outcomes, one person
  doing
• program assessment

• Assessment Council is set up

• Adopted assessment software

• Development of general competencies (Gen. Ed.)

• General competency rubric development in
• multi-disciplinary teams, mapping assessments

• Revision of major outcomes, rubric development

• Assessment report review process implemented

• Experiencing our highest level of assessment
• participation and collaboration

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Assessment Leadership
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Assessment Council

• Representatives from each college, student
  services and institutional research
• Faculty members are reassigned 3 workload credits
  per year for this council
• Each representative acts as a liaison and
  facilitates conversations about assessment
• Each representative is accountable for assessment
  in their college
• Each representative interacts with dean

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Benefits of Using Technology to Manage Assessment

• Promotes shared learning outcomes and rubrics
• Manages and aggregates data
• Promotes quantitative data analysis
• Makes longitudinal analysis possible
• Allows tracking of individual students
• Simplifies assessment setup
• Provides an easy-to-read report

See Handout
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eLumen Achievement System

• Faculty make individual assessment measurements
  in their courses
• Individual assessments can be captured to assess
  learning outcomes at the course-, major-, and
  university-level
• Forces the use of descriptive rubrics which
  clarifies expectations
• Assessment set-up and reporting
• enhances collaboration

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Example General Competencies

• Writing
• Critical Thinking
• Quantitative Reasoning
• Information Literacy
• Oral Communication
• Values Development (Aesthetic, Spiritual,
  Interpersonal, and Global)

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eLumen has Increased Collaborative Assessment

• Assessments using descriptive rubrics
• Faculty members are sharing rubrics
• Need to map out where assessments occur
  throughout a given program
• Aggregated data has broadened the discussion
• Engages full-time and part-time faculty
• by showing the big picture

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Keys to Collaborative Rubric Development Gen.
Ed.

• Interdisciplinary Teams Developed the General
  Competency Rubrics
• Two competencies were chosen for each area of the
  general education curriculum

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Example Writing Competency
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Keys to Collaborative Rubric Development
Major/Program

• Development of Program-wide Learning Outcomes
• Department members collaborated on the outcomes
  and rubrics
• Department members all use the same
• Rubrics
• Many share rubrics with students

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Partial Map for the Biology Major
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Whats Next?

• Co-curricular Assessments
• Service Learning
• Writing Center
• Student Support Service
• Student Newspaper
• eLumen as an Advising Tool
• Student access to their Assessments
• Continued Program Development

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Obstacles to Collaborative Assessment

• Obstacles

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Thank you

• Karen Moroz, Ed.D., moroz_at_csp.edu
• Shellie Kieke, Ph.D., kieke_at_csp.edu
• Miriam Luebke, Psy.D., luebke_at_csp.edu
• Amy Gort, Ph.D., gort_at_csp.edu
• Resources available at
• http//concordia.csp.edu/assessment