Creative Assessment Techniques Faculty Development Model - Competency-Based Education
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Transcript of Creative Assessment Techniques Faculty Development Model - Competency-Based Education
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Creative Assessment Techniques SUZANNE MARKS
BELLEVUE COLLEGE, BELLEVUE, WASHINGTON
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Business Software Specialist Certificate
Ø 32 credits
Ø 8 courses
Ø 1 Orientation
Ø 5 Office Software
Ø 2 Web/Development
Ø 5 Microsoft Office certifications
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Typical Course
u Pre-test to assess prior learning
u Practice, practice, practice
u Post-test to 80%+
u Comprehensive assessment
u Certification assessment
u Grades – A, B, F Competency or No Competency
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Assessments – Map to Course Outcomes
u Added two to three final assessments u Comprehensive final
(Maps to MyITLab practice)
u MOS Certification (A grade) u Or Gmetrix exam 80%+ (B grade)
u Included business running case assessment across all courses u Front Range Action Sports Company
u PowerPoint – Business Intelligence PPT
u Excel – Marketing Spreadsheets
u Access – Database Reports
u Word – Training Manual
u Outlook – Calendar/Email/Tasks
u Web Classes – Website Development
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Contact Information Business Technology Systems, Bellevue College
Suzanne Marks, Faculty & Program Chair
(425) 564-4017
http://www.bellevuecollege.edu/ibit/degrees/certificate/cbo/
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Suzanne Marks
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Crea%ve Assessment Techniques
Prof. Susan Molina CBE4CC
Broom, June 5, 2015
Accelerated Competency-‐Based
IT Training Programs
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Agenda
• Program Overview • IntroducHon • Mastery of IT • Assessment Tools • Admissions Process • Focus on Competence • Assessment Types • Our Program • Evolving the Assessment Model • EffecHve CommunicaHons • Knowing your Students • CreaHng a SupporHve Environment • QuesHons
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Accelerated IT Training Programs (ATP) • Competency-‐based delivery model (flipping tradiHonal model) • Independent study for self-‐directed learners • OpportuniHes for acceleraHon uHlizing prior learning assessment opHons
Program Overview
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Focus on Competence
• Adult learners have developed many skills throughout the years
• Competency based learning asks that the students prove their skill level
• Assessing the level of competency enables the student to progress quickly through cerHficaHon programs to return to the workforce
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Assessments
• Competency based learning changes the assessment landscape in several ways. We must: – Assess the student’s readiness for self-‐directed study
– Determine the level of experHse in the selected class
– Enable students to prove mastery of the course material interacHvely
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Mastery of IT
• DemonstraHng mastery of InformaHon Technology skills goes beyond mere theoreHcal knowledge
• To prepare students for the workforce they need to perform
• They must: – Successfully navigate so[ware – Install or connect computer parts
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Assessment Tools
• The state of the art of technology is such that – We are able to use so[ware to create simulated laboratories for them to test their skills
– Students can manipulate virtual objects within a controlled environment
– Students can receive immediate feedback • As they would receive in a real work scenario!
• These tools are used for self-‐directed training There are no assignments and no due dates
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Admissions Process
• Our admissions process begins with an assessment
• Interview with a RecruiHng Advisor to determine eligibility by: – Discussing educaHonal goals – CompleHng an online-‐learning readiness assessment tool
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Smarter Measure
• Measure non-‐cogniHve skills (moHvaHon, self discipline) • External life factors that might affect independent learning
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Assessment Types
• QuesHons involving problem-‐solving (e.g. math, science, informaHon technology, etc.)
• Computerized exams consisHng of mulHple-‐choice, matching, or other quesHon types (e.g. MathemaHcs)
• Hands-‐on projects using so[ware or simulaHon to demonstrate skills
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Our Program
Course Challenge
• Must pass with 81% or higher
Content OpHon
• Can access if grade is below 81%
Course EvaluaHon
• Must pass with 81% -‐ Can receive experienHal Credits
• Each stage is available a[er release condiHons have been met
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Course Challenge
• First assessment to evaluate mastery level • Student must receive a grade of 81% or higher • If they do, they can schedule the Course Evalua/on immediately (release condi-on)
• If they do not pass, the professor provides detailed feedback to help the student focus their studies in weak areas by going through the Course Content (release condi-on)
• For complex courses, successful compleHon of more than one Unit Challenge might be required
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Desire2Learn
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Course EvaluaHon
• The student may schedule the Course Evalua%on a[er successfully compleHng the Course Challenge or mastering the course materials
• If the course has more than one Unit, a separate EvaluaHon will be required to show mastery of each Unit
• 81% is the passing grade • Student may obtain experienHal credits
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Evolving the Assessment Model
• Using student and professor feedback our assessment model has evolved to beeer evaluate course mastery
MulHple Choice/ Skills Based Projects
Blended Test Manually Graded Projects
Skills Lab
SimulaHon Performance
Based
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Skills Based Project
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Student Feedback
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• Currently under evaluaHon – Must have release condiHons
• The test is divided into secHons or mulH-‐part quesHons • QuesHons are answered within a simulated laboratory • Tests are 100% performance based • Well suited for:
– So[ware skills proficiency – Hardware related quesHons:
• Students can “pick up” a virtual computer component and “plug it in”
– Can be used for Project Management
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Simulated Lab
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EffecHve CommunicaHons
• The role of the professor in this environment is to provide support
• A colloquial environment is key to replace the lack of face-‐to-‐face Hme
• Every communicaHon must be encouraging and sHmulaHng to ensure success and student retenHon
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Knowing Your Students
• Since there are no visual queues, professors must master reading between the lines
• A carefully cra[ed email usually indicates a student that will do well in the assessments
• All capital leeers, poorly phrased messages usually indicate that your student may be frustrated and might be unable to complete the course without your guidance and support
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CreaHng a SupporHve Environment
• Your job as a professor, rather than delivering a lecture becomes the role of supporter: – You may be called upon to guide a student through a difficult skill or chapter
– Help them locate addiHonal materials through Google, linda.com, pages in the textbook, YouTube, or a video chat
– Or simply provide advice to adult learners that might be having difficulty balancing work, school, and home life
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QuesHons? ?
?
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This workforce solu%on was funded by a $3,200,000 grant awarded by the U.S. Department of Labor’s Employment and Training Administra%on. The solu%on was created by the grantee and does not necessarily reflect the official posi%on of the U.S. Department of labor. The Department of Labor makes no guarantees, warran%es, or assurances of any kind, express or implied, with respect to such informa%on, including any informa%on on linked sites and including, but not limited to, accuracy of the informa%on or its completeness, %meliness, usefulness, adequacy, con%nued availability, or ownership