introduction to the
#CWRA | @cla_beat prairie lakes AEA 8
stop counting
#CWRA | @cla_beat prairie lakes AEA 8
performance
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“Bad…”
We ask our students, quite simply, to count fish.
Institutions are equipped to improve higher-order skills when they connect teaching, learning, and assessment through authentic, performance-based practices.
Iowa Future | 2011 | “Iowa, Did You Know?” | www.iowafuture.org/2011/08/04/iowa-did-you-know
Over 675 institutions have participated (543 colleges, 138 high schools), assessing over 300,000 students CLA data served as the basis for the groundbreaking work, Academically Adrift Concluding Gates Foundation supported research on the Common Core Partnered with the OECD to administer translated CLA tasks internationally via the Assessment of Higher Education Learning Outcomes (AHELO) study Selected to author Performance Tasks for Race to the Top Assessment Consortia Named Dr. Tony Wagner as CAE Senior Fellow Developing student-level version of CLA/CWRA for release in fall 2013
performance
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performance
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Rewards factual recall Fails to gauge transferability
(a) William Shakespeare (b) John Updike (c) Ernest Hemingway (d) None of the above
Content knowledge
General knowledge
Content skills
General skills
Content knowledge
Content knowledge
General knowledge
Content skills
General skills
so
The provision of transferrable skills is as important as the provision of content.
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.
Proportion of employers who say colleges should place MORE emphasis than they do on selected learning outcomes:
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
SO WHAT?
SO WHAT?
Academically adrift Limited learning on college campuses
what is the
bias
small sample
quantitative reasoning
appropriate comparison group
correlation vs. causation
incorrect (improper?) use of data
ability to filter
cwra
moving beyond
accountability
writing
problem solving
48%
52%
40%
60%
32%
67%
48%
53%
t+l+a alignment
collaboration
collegiatelearningassessment.org/contact
t+l+a alignment
faculty support
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
noun
action
A specific role A decision to make An authentic product Some stake
Sweetgrass
A specific role A decision to make An authentic product Some stake
Writing an article
You are a new reporter at a local newspaper, and your editor asks you to investigate whether there is a story behind some conflicting reports about a new sweetener made out of sweetgrass, and to write an email pitching the story. You know that there is another newspaper in town that may get the scoop on the story if you don’t act quickly enough.
chris jackson 212.217.0845 cjackson@cae.org @cla_beat collegiatelearningassessment.org /cwrapresentations
collegiatelearningassessment.org/cwrapresentations