Oregon is joining with eight other states to develop and pilot a method for assessing essential student learning outcomes in the context of regular instruction, using work faculty and students are already doing to determine whether students nearing graduation have achieved competency in these areas.
PCC has been accepted as one of the pilot institutions for this project.
- Work will be collected from students who are 75% of the way through their intended degree (associate's or bachelor's), across a wide variety of programs and disciplines (both LDC-transfer and Career/Technical Education), and evaluated by a multi-state panel using the rubrics developed by faculty via the AAC&U LEAP project.
- A key feature is that the assignments used, and the work collected from students, are not “extra,” but embedded in the normal flow of teaching and learning.
- The two essential learning outcomes that are the focus of the pilot project are Written Communication and Quantitative Literacy. A third, Critical Thinking, is optional as part of the pilot.
- These core competencies are not the sole responsibility of Writing and Math faculty, but developed (we hope) over time as a student pursues his or her degree. By focusing on students closer to graduation, we hope to learn how their learning has been shaped by the whole collection of courses they have taken.
Who is eligible to participate?
Any faculty member who has an assignment they feel addresses Written Communication, Quantitative Literacy, or Critical Thinking.
LEAP VALUE Rubrics for:
What are the benefits of participating?
- Inclusion in professional development workshops on assessment--specifically, effective use of rubrics (assignment development, norms, scoring, and analysis).
- Opportunity to participate in scoring student work at PCC, as well as possibly being selected (and funded to attend) the multi-state scoring event.
- First-hand access to results pertaining to PCC (not available to other institutions)--for comparison with the Oregon and multi-state results. Are we interpreting these rubrics and competency levels the same way as others across the country?
What are the responsibilities of participants?
- Develop or revise an existing assignment to increase the likelihood that student work will reflect multiple elements of the outcome as expressed in the LEAP rubrics.
- Use the assignment fall term, for all students in one or more assigned courses, as part of the regular curriculum (that is, this should not be an “extra credit” assignment, but part of the normal work). By the end of fall term, participants will be asked to submit the work of students who meet the selection criteria.
- Send assessment artifacts to the Office of Academic Affairs (Susan Wilson, firstname.lastname@example.org) on or before Friday, December 12. Early submissions are appreciated. Here is what we need:
- Student work. Ideally a Word doc but pdfs are fine, too. Identifying information (student, course, instructor, any reference to PCC) will be removed before submission to the MSC project
- Assignment (as givien to students)
- Assignment Cover Sheet
- Answer/convention key (if appropriate)
If you have questions or would like to learn more about the pilot and PCC's involvement, please contact Kendra Cawley: email@example.com
To learn more about the Multi-State Collaborative, please visit: http://www.sheeo.org/projects/multi-state-collaborative-msc-advance-learning-outcomes-assessment