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Transformative AssessmentELI is no longer actively pursuing this topic. This page is provided as an historical resource; it is not being updated or actively managed. Definition and ImportanceTransformative assessment systems are institution-wide assessment strategies that are based on institutional goals and implemented in an integrated way for all levels (the course, the program, and the institution) to systematically transform teaching and learning. The fundamental purpose of transformative assessment is to improve student learning outcomes, and "transformative assessment works by providing students and teachers with insight into learning processes and their results. It assumes that deepened insight will lead to individual, programmatic, and institutional improvements." (quote from TAPONLINE participant). To achieve the desired transformation effectively, the design, planning, implementation, and evaluation of the use of technology must also be integrated into transformative assessment system planning. To be useful in transforming the institution, assessment must be seen in a new way-as a tool for communication about the nature of the desired transformation of teaching and learning. NLII Research and Analysis QuestionsHow can an institution create shared goals for institutional transformation?It is difficult to design an effective evaluative study unless enough people at the institution first have a clear and shared idea of what kind of educational transformation the institution is trying to make. What kinds of goals are likely to be important? What strategies (meetings, workshops, conversations, or experiences) might help people clarify goals and begin using a common vocabulary to describe them? On what basis should study topics be chosen?What are the powerful questions to study within a course? Within an instructional program such as a degree program? Within a service (such as the library or technology support)? Across the entire institution? What are examples of where such studies have made a difference? How should assessment studies be coordinated?When and how should an institution align and integrate studies so that many of them deal with the same general issue (e.g., skills of inquiry) but from different levels and angles (e.g., studying technology as an aid to inquiry with a number of individuals while also studying patterns of technology use for inquiry across the whole institution) On what basis should assessment methods be selected?What are some of the basic methods for assessment? To what extent does assessment need to revolve around numbers and the bottom line? What are the criteria for selecting assessment methods for a particular study? How can organizational issues be managed?What are some of the organizational issues that affect the success of assessment efforts? For example, how might an institution enlist the support of faculty across campus to implement change? NLII Projects and ActivitiesThe Transformative Assessment Project is a three-year project designed to elicit new ideas about assessment practices and systems that will transform teaching and learning, and to help institutions of higher education put these ideas into action. Together, staff from the NLII, the Flashlight Program of the TLT Group, the AAHE, and the Coalition for Networked Information have set up the Transformative Assessment Project (TAP) Team to develop, explore and apply these ideas. Current members of the TAP Team are Gary Brown, Darren Cambridge, Steve Ehrmann (TLT), Joan Lippincott (CNI), Patricia McGee, Vicki Suter (NLII) and Robin Zuniga (TLT); Colleen Carmean served as a member during her tenure as NLII 2002 Fellow (see her November/December 2003 Technology Source article on her participation, "Assessment Boot Camp," at http://ts.mivu.org/default.asp?show=article&id=1056).
RESOURCES & READINGSOnline Articles and Papers"When Assessment Is About Deep Change, Not Grades," /ir/library/pdf/NLI0353.pdf 2003 NLII Annual Review "Improving the Outcomes of Higher Education: Learning From Past Mistakes", Steve Ehrmann, Director, The Flashlight Program, TLT Group, November 2001 (also published in January 2002 issue ofEDUCAUSE Review) Steve Ehrmann, Transformative Assessment of Educational Uses of Technology: Early Glimpses, /ir/library/pdf/nli0404.pdf The Flashlight Program, TLT Group, September 4, 2001. For defining worthy goals and assessing whether they have been attained: "Principles of Good Practice for Assessing Student Learning" "Learning Principles and Collaborative Actions," Joint Task Force on Student Learning On stakeholders and consensus development: McNamara, C. Basic Guide to Program Evaluation. Management Assistance Program for Nonprofits. Bond, S., Boyd, S., & Rapp, K. (1997) Taking Stock: A Practical Guide to Evaluating Your Program. Horizon Research Incorporated. Other Online ResourcesPresentations at NLII 2002 Annual MeetingTransformative Assessment presentations and meeting notes. Implications of Web-based Learning for Student Evaluation of University Teaching Presentation at EDUCAUSE 2002 Annual Meeting"Transformative Assessment," presentation by TAP Team members Gary Brown, Director, Center For Teaching, Learning & Technology, Washington State University ; Stephen Charles Ehrmann, TLT Vice President & Director, The Flashlight Program, The TLT Group; Joan K. Lippincott, Associate Executive Director, Coalition for Networked Information Presentations at NLII 2003 Annual Meeting |
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