2000 Summer Focus Session

Transformative Assessment
June 14, 2000
University of Michigan
Ann Arbor, Michigan

Proceedings

Intended Audience

The maximum number of attendees is 40. NLII sustaining member organizations can send up to 3 representatives at no cost. The fee for NLII regular members and EDUCAUSE members (if places are left, registration will be opened to EDUCAUSE members Friday, 5/5/00) is $100. The focus session is designed to be helpful to:

Faculty leaders from institutions that want to transform teaching and learning through the use of information technology, and who want to know about the assessment infrastructures necessary to do so.
Mid-level staff who provide support to faculty and to instructional technology projects and programs, and who want to have an institution-wide context for program and project assessment, and to understand assessment as a communication tool, especially for second-wave faculty.
Campus administrators, directors and managers of teaching/learning resource centers and other units which provide technical support, curriculum development, infrastructure, media support and library support to faculty, and who want to use assessment as a tool for communication and transformation of teaching and learning.
Assessment and institutional research staff who want to understand assessment in the context of transforming teaching and learning.
Educational technology researchers who want to incorporate advanced assessment methodologies, with an institutional context, into their research projects.

Meeting Outcome

The goal of the focus session is to produce recommendations for new practices in the use of assessment as a tool for communication and transformation of teaching and learning.

Focus Session Questions

What is the nature of the desired transformation of teaching and learning (what is the vision, and what measures would show our progress toward that desired state)?
How can assessment be used to plan for, guide, motivate, or evaluate systemic transformation of teaching and learning?
How can individual campuses and programs construct their own research-based guidelines for using assessment to promote learning?
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, especially communication with second wave faculty?
What are various models of assessment, and how do they relate to different ideas about how system transformation comes about (models and change management processes)?
How can assessment be used to reconcile the traditional divide between boutique instructional technology solutions, and institution-wide transformation?

ELI ELI Events ELI Events Calendar		2000 Summer Focus Session Transformative Assessment June 14, 2000 University of Michigan Ann Arbor, Michigan Proceedings General Sessions Best Practices in Faculty Engagement and Support Pre-Meeting Assignment for Attendees Intended Audience The maximum number of attendees is 40. NLII sustaining member organizations can send up to 3 representatives at no cost. The fee for NLII regular members and EDUCAUSE members (if places are left, registration will be opened to EDUCAUSE members Friday, 5/5/00) is $100. The focus session is designed to be helpful to: Faculty leaders from institutions that want to transform teaching and learning through the use of information technology, and who want to know about the assessment infrastructures necessary to do so. Mid-level staff who provide support to faculty and to instructional technology projects and programs, and who want to have an institution-wide context for program and project assessment, and to understand assessment as a communication tool, especially for second-wave faculty. Campus administrators, directors and managers of teaching/learning resource centers and other units which provide technical support, curriculum development, infrastructure, media support and library support to faculty, and who want to use assessment as a tool for communication and transformation of teaching and learning. Assessment and institutional research staff who want to understand assessment in the context of transforming teaching and learning. Educational technology researchers who want to incorporate advanced assessment methodologies, with an institutional context, into their research projects. Meeting Outcome The goal of the focus session is to produce recommendations for new practices in the use of assessment as a tool for communication and transformation of teaching and learning. Focus Session Questions What is the nature of the desired transformation of teaching and learning (what is the vision, and what measures would show our progress toward that desired state)? How can assessment be used to plan for, guide, motivate, or evaluate systemic transformation of teaching and learning? How can individual campuses and programs construct their own research-based guidelines for using assessment to promote learning? 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, especially communication with second wave faculty? What are various models of assessment, and how do they relate to different ideas about how system transformation comes about (models and change management processes)? How can assessment be used to reconcile the traditional divide between boutique instructional technology solutions, and institution-wide transformation?
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