General Sessions

Assessment, Culture & Communication

Wednesday, June 14, 2000
9:45 a.m. - 11:15 a.m. GS03

Thomas A. Angelo, Associate Professor and Director, University of Akron

Vignettes and mini-cases in successful use of assessment to transform practices, and use of assessment for communication with second-wave faculty. Groupwork to answer the following questions:

How should assessment methodologies and processes for a particular project or program be designed, taking into account institutional culture and values and an implicit goal of developing shared language and concepts?
How would an assessment program be designed if communication were its primary purpose?

Attendees will also share examples from their own pre-conference research.

Attendees complete web-based evaluation of focus session.

Wednesday, June 14, 2000
4:45 p.m. - 5:00 p.m. GS08

Introduction to Transformative Assessment

Wednesday, June 14, 2000
8:30 a.m. - 9:30 a.m. GS02

Thomas A. Angelo, Associate Professor and Director, University of Akron

Interactive session (mixture of lecture, peer work, and small group work) to tackle the following questions:

What's our vision of the desired outcome, in transforming teaching and learning?
Once we know what we want to create (the transformative vision), how can we use assessment as a "toolbox" to design and build it?
What are the relevant, research-based design guidelines?
What principles can we use to select the appropriate tools?

Introductions and Logistics

Wednesday, June 14, 2000
8:00 a.m. - 8:30 a.m. GS01

Large group reconvenes to complete work on research-based guidelines for using assessment to promote transformation of teaching and learning.

Wednesday, June 14, 2000
4:30 p.m. - 4:45 p.m. GS07

Panel: Context for Assessment Change management processes, change models and assessment practices that are grounded in this context.

Wednesday, June 14, 2000
1:00 p.m. - 2:30 p.m. GS05

Carl F. Berger, Retired, University of Michigan-Ann Arbor

Barbara J. O'Keefe, Dean, School of Speech, Northwestern University

Stephanie D. Teasley, Assistant Research Scientist, University of Michigan-Ann Arbor

This panel will be facilitated by Barbara O'Keefe.
Panelists will present different perspectives on the following questions:

What motivates institutional change?
How does it occur?
How do various models of assessment relate to different ideas about how system transformation comes about (models and change management processes)?
What effect do specific institutional cultures and values have on change processes?
How can assessment be used to reconcile the traditional divide between boutique instructional technology solutions, and institution-wide transformation?
What are the social and cognitive processes that are relevant to the desired learning environment (e.g., collaboration), and how can technology use be evaluated as to its effectiveness in supporting key aspects of these processes?

Small group facilitators report on common ideas, themes and any preliminary conclusions that arose out of the small group discussions.

Wednesday, June 14, 2000
11:30 a.m. - 12:00 p.m. GS04

The Relation Between Principle-Based Assessment & Reality

Wednesday, June 14, 2000
3:00 p.m. - 4:30 p.m. GS06

Carl F. Berger, Retired, University of Michigan-Ann Arbor

Working from the discussion of the day, and from their pre-session reading, small groups will examine and use practical tools to construct a sample assessment. With the sample assessment and the guidelines above, participants (in groups from their own institution, if possible) draft a design for an assessment program that could be used to reconcile the traditional divide between boutique instructional technology solutions, and institution-wide transformation. Attendees will develop a "make and take" work product. Sources in this session will come from:

The nine "Principles of Good Practice for Assessing Student Learning" (http://www.aahe.org/assessment/principl.htm)
The ten "Learning Principles and Collaborative Actions" identified by the Joint Task Force on Student Learning (http://www.aahe.org/assessment/tsk_frce.htm)
Berger, C., & Barritt, M. (1997) Evaluation of the Location Independent Learning and Teaching Course:Economics of Networks, Process Survey, University of Michigan, Ann Arbor, MI. http://www-personal.umich.edu/~cberger/BT.html
Berger, C., Kerner, N., & Lee, J. (1999) Understanding Student Perceptions of Collaboration, Laboratory and Inquiry Use in Introductory Chemistry, Paper presented at the meeting of the National Associatioin for Research in Science Teaching, Long Beach, CA. (http://www-personal.umich.edu/~cberger/narst99folder/narst99.html)

ELI 2000 Summer Focus Session		General Sessions Assessment, Culture & Communication Wednesday, June 14, 2000 9:45 a.m. - 11:15 a.m. GS03 Thomas A. Angelo, Associate Professor and Director, University of Akron Vignettes and mini-cases in successful use of assessment to transform practices, and use of assessment for communication with second-wave faculty. Groupwork to answer the following questions: How should assessment methodologies and processes for a particular project or program be designed, taking into account institutional culture and values and an implicit goal of developing shared language and concepts? How would an assessment program be designed if communication were its primary purpose? Attendees will also share examples from their own pre-conference research. Attendees complete web-based evaluation of focus session. Wednesday, June 14, 2000 4:45 p.m. - 5:00 p.m. GS08 Introduction to Transformative Assessment Wednesday, June 14, 2000 8:30 a.m. - 9:30 a.m. GS02 Thomas A. Angelo, Associate Professor and Director, University of Akron Interactive session (mixture of lecture, peer work, and small group work) to tackle the following questions: What's our vision of the desired outcome, in transforming teaching and learning? Once we know what we want to create (the transformative vision), how can we use assessment as a "toolbox" to design and build it? What are the relevant, research-based design guidelines? What principles can we use to select the appropriate tools? Introductions and Logistics Wednesday, June 14, 2000 8:00 a.m. - 8:30 a.m. GS01 Large group reconvenes to complete work on research-based guidelines for using assessment to promote transformation of teaching and learning. Wednesday, June 14, 2000 4:30 p.m. - 4:45 p.m. GS07 Panel: Context for Assessment Change management processes, change models and assessment practices that are grounded in this context. Wednesday, June 14, 2000 1:00 p.m. - 2:30 p.m. GS05 Carl F. Berger, Retired, University of Michigan-Ann Arbor Barbara J. O'Keefe, Dean, School of Speech, Northwestern University Stephanie D. Teasley, Assistant Research Scientist, University of Michigan-Ann Arbor This panel will be facilitated by Barbara O'Keefe. Panelists will present different perspectives on the following questions: What motivates institutional change? How does it occur? How do various models of assessment relate to different ideas about how system transformation comes about (models and change management processes)? What effect do specific institutional cultures and values have on change processes? How can assessment be used to reconcile the traditional divide between boutique instructional technology solutions, and institution-wide transformation? What are the social and cognitive processes that are relevant to the desired learning environment (e.g., collaboration), and how can technology use be evaluated as to its effectiveness in supporting key aspects of these processes? Small group facilitators report on common ideas, themes and any preliminary conclusions that arose out of the small group discussions. Wednesday, June 14, 2000 11:30 a.m. - 12:00 p.m. GS04 The Relation Between Principle-Based Assessment & Reality Wednesday, June 14, 2000 3:00 p.m. - 4:30 p.m. GS06 Carl F. Berger, Retired, University of Michigan-Ann Arbor Working from the discussion of the day, and from their pre-session reading, small groups will examine and use practical tools to construct a sample assessment. With the sample assessment and the guidelines above, participants (in groups from their own institution, if possible) draft a design for an assessment program that could be used to reconcile the traditional divide between boutique instructional technology solutions, and institution-wide transformation. Attendees will develop a "make and take" work product. Sources in this session will come from: The nine "Principles of Good Practice for Assessing Student Learning" (http://www.aahe.org/assessment/principl.htm) The ten "Learning Principles and Collaborative Actions" identified by the Joint Task Force on Student Learning (http://www.aahe.org/assessment/tsk_frce.htm) Berger, C., & Barritt, M. (1997) Evaluation of the Location Independent Learning and Teaching Course:Economics of Networks, Process Survey, University of Michigan, Ann Arbor, MI. http://www-personal.umich.edu/~cberger/BT.html Berger, C., Kerner, N., & Lee, J. (1999) Understanding Student Perceptions of Collaboration, Laboratory and Inquiry Use in Introductory Chemistry, Paper presented at the meeting of the National Associatioin for Research in Science Teaching, Long Beach, CA. (http://www-personal.umich.edu/~cberger/narst99folder/narst99.html)
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