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Maximising Assessment & Driving for Continual Program Improvement
Chris Ross
Solutions Engineer, Blackboard International
Welcome
Chris Ross
• Solutions Engineer, ANZ
• Worked with Educational Tech. for 15 years
• Life is a journey of continuous improvement
• BSc Comp Science (Melbourne)
• Based in Melbourne, Australia
Agenda
1. Why Assess Learners
2. Importance of Feedback
3. Integrated Online Assessment Ecosystem
4. Learning Outcomes
5. Program Improvement
6. Q&A
3
The Active Learner
4
Why Assess Learners?
• Validate Learning Outcomes
• Diagnose Learning Needs
• Differentiate Learners
• Improve Learning Outcomes
• Impart Knowledge
• Influence Learners
• Motivate Learners
5
Effectiveness of Feedback
http://repository-intralibrary.leedsmet.ac.uk/open_virtual_file_path/i07n651528t/Using%20assessment%20to%20support%20student%20learning.pdf
Australasian Survey of Student Engagement
Australasian Survey of Student Engagement
Feedback should be:• Timely• Detailed• Lead to Improvement
Wonderful feedback, but who saw it?
10
Assignment Inline Grading Workflow
11
What did we hit?
12
Feedback is targeted & timely
Assessment is efficient & effective
Student Experience is straight forward.
Academic experience is straight forward & efficient
Digital Breadcrumbs -> Insight & Analytics
Process that drives continual improvement
Critical Alignment
13
Graduate recruitment lowest since records began (AFR: Mar-2014)
14
• Poor quality of graduates is a significant problem with nearly one fifth of employers saying “quality, experience and skill of the graduate” was the key issue affecting their hiring.
• Employers are looking for;
• Interpersonal & Communications Skills - most sought after
• Passion, knowledge of industry, drive, commitment & attitude
• Critical reasoning & analytical skills
• Caliber of academic results
Source: http://www.afr.com/p/national/work_space/graduate_recruitment_lowest_since_0pTzsGAW08YIl9nKCPceYK
15
Define: Industry Connection
16
Define: Know the Content and how to teach it.
17
DEFINE – Program Learning Goals & Objectives
18
DEFINE – Program Learning Goals & Objectives
19
Where do we do it?
When do we do it?
How do we do it?
How well can our students do it?
DEFINE – Program Learning Goals & Objectives
20
ALIGN – Curricula with adopted goals
21
MEASURE – Identify the instruments and measures to assess learning
22
MEASURE – Identify the instruments and measures to assess learning
23
Goal alignments to the collective rubric
Goal alignments to the rubric criteria
ANALYSE – Collect, Analyse & Disseminate Assessment Information
24
ANALYSE – Collect, Analyse & Disseminate Assessment Information
25
ANALYSE – Collect, Analyse & Disseminate Assessment Information
26
USE – Assessment information for continuous improvement
27
Outcomes
Repository
Copies of Artifacts
& Assignments
Blackboard Learn
Courses
Assignments +
Artifacts
Search +
Discover
Review +
Report
Reports &
Analysis
Rubric Scores
From Courses
Secondary
Evaluation or
Rubric Scores
From Courses
Course-Embedded Assessment
Thank you!
31
Session Objective: For participants in today’s session to take
back actionable ideas that can support an institution’s
assessment process and program of continual improvement.