CWRA NTAC12 Handouts

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Handouts from the New Tech Annual Conference CWRA session: "Stop Counting Fish!"

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

    cjackson@cae.org@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 dont yet exist,

    using technologies that have not yet been invented in order

    to solve problems that we dont 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

    cjackson@cae.org@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 dont yet exist, using

    technologies that have not yet been invented in order to solve

    problems that we dont 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.