CWRA NTAC12 Handouts
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Transcript of CWRA NTAC12 Handouts
stop counting
#CWRA | @cla_beat
better aligning teaching, learning,
and assessment for college and
career readiness#CWRA | @cla_beat
chris jackson212.217.0845
[email protected]@cla_beat
collegiatelearningassessment.org/cwrapresentations
employers
sociologists
colleges
high schools
policy makers
test designers
employers
sociologists
colleges
high schools
policy makers
test designers
pushingdown
employers
Proportion of employers who say colleges should place MORE emphasis than they do on selected
learning outcomes
•The ability to effectively communicate orally and in writing
•Critical thinking and analytic reasoning skills
•The ability to apply knowledge and skills to real-world settings
•The ability to analyze and solve complex problems
89%
81%
79%
75%
AAC&U | 2008 | aacu.org/leap/public_opinion_research.cfm
sociologists
SO WHAT?
sociologists
SO WHAT?
sociologists
Academically adriftLimited learning on college campusessociologists
pushingup
policy makers
policy makers
test developers
test developers
test developers
is this aproblem?
High school
freshmen
High school seniors
College freshmen
College seniors
High school
freshmen
High school seniors
College freshmen
College seniors
employers
colleges
high schools
sociologists
policy makers
test designers
the future
The provision of transferrable skills
is as important asthe provision of
content.
The provision of transferrable skills
may replacethe provision of
content.
(a) William Shakespeare(b) John Updike
(c) Ernest Hemingway(d) None of the above
Rewards content regurgitationFails to gauge transferability
Contentknowledge
Contentskills
Generalknowledge
Generalskills
Contentknowledge
Contentknowledge
Contentskills
Generalknowledge
Generalskills
the need for adifferent
assessment
“Bad…”
We ask our students,
quite simply, to count fish.
Institutions are equipped toimprove higher-order skills
when they connectteaching, learning, and assessment
through authentic, performance-based practices.
The top ten in-demand jobs in 2010 did not exist in 2004. We
are currently preparing students for jobs that don’t yet exist,
using technologies that have not yet been invented in order
to solve problems that we don’t even know are problems yet.
How does the[cwra]
do this?
aligning teaching,learning &
assessment:measuring higher
order skills
bias
small sample
quantitative reasoning
appropriate comparison
group
correlation vs. causation
incorrect (improper?) use of data
ability to filter
aligning teaching,learning &
assessment:faculty development
What is authentic assessment?
How does effective teaching support that (and vice versa)?
What are the higher-order skills we value? Why?
How are those skills demonstrated in student responses?
What are the components of a Performance Task?
How do we effectively build them?
Working | Sharing | Feedback
aligningteaching &
assessment
48% 52% 40% 60% 32% 67% 48% 53%
chris jackson212.217.0845
[email protected]@cla_beat
collegiatelearningassessment.org/cwrapresentations
The top ten in-demand jobs in 2010 did not exist in 2004. We
are currently preparing students jobs that don’t yet exist, using
technologies that have not yet been invented in order to solve
problems that we don’t even know are problems yet.Fact or Fiction | Retail Industry Leaders Association (RILA)
http://bit.ly/aOiIcE | April 6, 2009
1. Registered Nurses2. General and operations managers
3. Physicians and surgeons4. Elementary school teachers
5. Accountants and auditors6. Computer software engineers
7. Sales representatives and managers8. Computer systems analysts
9. Management analysts10.Secondary school teachers
The provision of transferrable skills
is as important as the provision of
content.