March 11, 2006: Assessment

• Session Outline (5")
• Looking at Student Code (Outline, 20")
• What do we share in common? Where are the points of difference?
• Three questions: (round robin, 50")

  "people (including instructors) do not have satisfactory access to their educational values by sitting and reflecting on them. Instead, people need to enter into discussion and debate of actual, specific performances in an effort to reach decisions about them (i.e., to judge them)."

  Bob Broad, What we really value, 2003, Utah State Univ. Press, p135.

  "No matter what is said, taught, prescribed, recommended, or tested, newcomers are no fools: once they have actual access to the practice, they soon find out what counts."

  Etienne Wenger, Communities of Practice, 1998, Cambridge University Press, p156.

  1. What do you value based on how you grade?
  2. Any emergent goals?
  3. Any possible course design changes? (i.e. are you teaching and assessing what you value?)
• What values do we share in common? What are the points of difference?
• Break (15")
• Taking stock: workshop goal achievement (30")
• CTC/IT meeting, Friday, March 17, 9:30am. (15")
  • Intro: 10"
  • Hearing from some of you:
    • who wants to talk?
    • thoughts on what you want to say?
  • Discussion of "what happens next year?"
  • Replicate? (who runs? who participates?)
  • Extend with same people? (doing what? recruiting new people?)
• T&L conference: (5")
  • $385/each (2 nights d/o, or one night s/o).
  • You pay, then get reimbursed. Keep receipts. I'll forward email.
  • Make your own res's and register.
  • Discussion on structure of talk next time, dinner? Doesn't have to be everyone.
  • If possible, meet Friday during conf for debrief.
  • No Saturday Commons session?
  • Meet at Shoreline CC our last session?
• Examining Learning (lecture, 20")
• Meta-questions about aligning (plenary, 20")
  • Are you getting the kind of information that will inform whether your students are learning what you had expected?
  • Would something else tell you "learning" or "not learning" more clearly? More inexpensively? More quickly?
• Next session: (10")
  • Host and location
  • Early arrival for portfolio reviews?
  • Debriefing the self and peer observations
  • The portfolio deliverable .
  • Reading: Hutchings, Peer Observation