Post on 19-Jan-2016
TRANSFORMATIVE ASSESSMENT:
LEADING THE CHARGE! Catherine M. Wehlburg, Ph.D.
Texas Christian Universityc.wehlburg@tcu.edu
www.assessment.tcu.edu Richard Laramy
The Expert Knowledge Networkrichard@utakethecredit.com
www.utakethecredit.com
TAIR Annual Meeting 2009
WHERE ARE WE TODAY?
Transformative Assessment
Assessment for
Learning
Assessment for
Teaching
Assessment for
Accountability
ASSESSMENT FOR ACCOUNTABILITY
Assessment used for punishment Role of regional accreditors Used for external reasons only “Top Down” requirement Mechanistic and technical approach to
gathering information Assessment that is “added onto” already
operating programs
TRANSFORMATIVE ASSESSMENT Goal is to enhance student learning Not an end in itself Must be cyclical Should be integrated into the regular cycle of the
department/unit Should contribute to ongoing dialogue Should align with institutional mission and goals Should be collaborative within a department/college/institution Should be
Consistent Systematic Appropriate and realistic Meaningful Sustainable Often embedded
“Assessment per se guarantees nothing by way of improvement; no more than a thermometer cures a fever”
Ted Marchese
“You can’t fatten a big by weighing it”Old Saying
“E=MC2”Gloria Rogers
A REAL CULTURE OF ASSESSMENT
Those doing the assessment must create it Must be based on an agreed upon and
important mission statement Trust concerning how assessment data will be
used must be established Assessment should be seen as a continuous
and ongoing process May become “messy” Must result in enhanced learning
BALDRIGE CRITERIA/CORE VALUES Leadership Strategic Planning Customer/Patient/Student and Market Focus Measurement, Analysis, and Knowledge
Management Workforce Focus Process Management Results
WHAT YOU CAN DO
Build shared trust Have open discussions with all involved
regarding the use of assessment data Invite those who disagree to be a part of the
discussionsGet buy-in from the Provost and faculty levelsBe completely honest and admit mistakes
earlyAcknowledge the spotty past of assessmentDon’t use accreditation as the “big stick”
unless absolutely necessary
WHAT YOU CAN DO
Build shared motivation Develop a campus-wide assessment
committee or quality enhancement councilDiscuss the need to use assessment to
enhance student learningCelebrate and widely share positive
assessment resultsLink assessment results that do not meet
expectations with possible funding increasesEncourage the use of assessment data in
institutional level decision making
WHAT YOU CAN DO
Build a shared languageConsider sending regular and informative
emails/newslettersUse a template or other guidelines for
reporting assessment dataGet administration to use the specific
language neededEncourage participation in developing a
glossary of termsAcknowledge the differences in what terms
mean (“assessment” “action plan”)
WHAT YOU CAN DO
Build shared guidelines Develop an image of what “assessment”
means on your campusConsider how assessment can work at the
various levels (class, department, college, institution)
Working across campus, have ongoing discussions regarding enhancing student learning
Involve both academic and student affairsDiscuss the need to embed assessment into
already existing activities
NEXT STEPS What will you take from this workshop back
to your campus? What can you begin to work on first? What is a longer term goal for you and your
office at your institution?
QUESTIONS?