SlideShare uma empresa Scribd logo
1 de 16
Baixar para ler offline
Minutes of the Eighth AMCOA Meeting, February 29, 2012
Prepared by Kerry McNally
Host Campus: Northern Essex Community College, Haverhill Campus
I. Attendance
The eighth AMCOA meeting was hosted by Northern Essex Community
College (NECC), Haverhill from 10:00 a.m.-1:00 p.m. on February 29, 2012.
Representatives from 22 institutions attended the meeting (See list in
Appendix A), and Peggy Maki, Consultant under the Davis Educational
Foundation Grant awarded to the Department of Higher Education, opened
and chaired the meeting.
Peggy thanked NECC for hosting the meeting.
II. Welcome: President Lane Glenn, Northern Essex Community College
President Glenn welcomed AMCOA Team members to this month’s working
session focused on scoring student work that demonstrates written
communication. He congratulated members on their progress and
emphasized his commitment to this project.
III. Updates and Foci of Next Two Working Sessions: Peggy Maki
Peggy asked the group to please sign up for leading a group, contributing an
institutionally developed scoring rubric that demonstrates critical thinking or
quantitative reasoning, or submitting an exit-level student sample.
IV. Update on the Fourth Statewide Assessment Conference: Jim Gubbins
Jim reported that he has received three or four new proposals in addition to
the planned descriptions of the assessment experiments. He also stated that
he would like campuses that haven’t been represented before at conferences
or meetings to step up and present. His planning group, consisting of Chris
Cratsley, Neal Bruss, Donna Kuizenga and Dawne Spangler, will have its first
Skype meeting next week. (Appendix B is the Call for Proposals for the April
23rd
AMCOA conference.)
Requests for more Assessment 101-type sessions were spread across the
Comments in the February 9th
Evaluations. Peggy Maki volunteered to give
sessions on beginning assessments. The question was raised as to what
Assessment 101 means. Peggy said that it would entail very basic terminology
and overarching assessment principles and practices. She suggested that she
would invite institutional reps to share their approaches in this basic session.
V. Summaries of Two Assessment Experiments: Susan Chang, Director of
Assessment, Framingham State University, and Joanne M. Preston, Dean of
Humanities, Bristol Community College
Framingham State University (FSU) and MassBay Community College are
collaborating on an assessment experiment that aims to identify ways to
improve the academic experience and success of students who transfer from
a community college to a 4-year institution by using assessment tools. While
there is an emphasis on a transfer student’s academic success, there is a
recognized need to collect qualitative data to understand how the overall
college experience of a transfer student can be improved. Some of the
transfer students reported feeling not connected to the campus, citing lack of
knowledge about resources. There are six primary objectives of the
experiment: (1) continue to build upon assessment processes already in
development at MassBay and FSU; (2) identify strengths and weaknesses in
the General Education curriculum at MassBay and FSU; (3) utilize
demographics for a seamless transition and identify indicators of student
success; (4) explore technology as a cross-campus assessment platform; (5)
influence and inspire changes to the curriculum; and (6) create and continue a
partnership between a two- and four-year institution.
Some of the progress they are making and some of the issues that are
emerging include:
• Conversations at the administrative level that don’t trickle down to the
faculty. That needs to be improved.
• Exploration of students’ strengths and weaknesses in written
communication, quantitative reasoning and critical thinking are.
• Identification of indicators of student success.
• Review of different kinds of assessment software applicable to
documenting 2-year and 4-year students’ achievements
The project is starting with the AAC&U VALUE rubrics, asking if they will work.
FSU has an assessment advisory group and they know where they are going.
Are these rubrics appropriate for both 2-year and 4-year schools? MassBay is
reviewing these rubrics to adopt for their first assessment cycle.
The first assessment cycle will provide data to identify strengths and
weaknesses in the General Education curriculum.
FSU is collecting qualitative data to complement the quantitative information
they normally gather. They are establishing benchmarks and numbers. For
example, in Fall 2008 16% of FSU transfer students came from MassBay
Community College. Of those who transferred from MassBay, 50% of them
graduated from FSU as of Fall 2011, compared to 39% of the total transfer
cohort.
Yesterday, FSU looked at software with people from MBCC. They need
information for both schools to make informed decisions by the end of this
calendar year. They want to inspire improvement, but they need the data.
The discussion of STEM rolled from there. They are working with PARCC and
collaborating on improving developmental courses in math. They are also
looking at a potential bridge program. And, they are working on improving
the academic experience for transfer students, for example, an orientation
program that is designed for them.
After reviewing the first timeline, they developed a second one to give faculty
more time to think about the process. By May 2013 they will look at the
overall findings and start the next assessment cycle.
For a full description of the FSU and MassBay experiment progress and future
timeline, please see a copy of the PowerPoint presentation in Appendix C.
The CONNECT AMCOA Assessment Experiment will engage faculty from the
CONNECT Consortium to learn about and apply the Liberal Education and
America’s Promise (LEAP) VALUE rubric for written communication and
support their exploration of the LEAP Essential Learning Outcomes
framework.
The Assessment Experiment will evaluate common assignments using the
Writing Rubric used at Massasoit Community College, the Writing Rubric used
at Bristol Community College and the LEAP VALUE rubric to compare and
contrast the three rubrics. There are three assessment teams which are each
made up of two instructors who will assess writing using the rubrics. Two of
the teams are Institutional Scoring Teams (two faculty from BCC) and (two
faculty from MCC). These team members are instructors who teach a
comparable first general education course that emphasizes composition
(English 101). The third team, the Central team, consists of one BCC faculty
member and one MCC faculty member.
The common assignment was administered to 4 writing classes at MCC and 4
writing classes at BCC. The faculty who volunteered to use the common
assignment in their course, received a small stipend after turning in the
writing. JP Nadeau, Professor at BCC, created a random sample of 25
assignments.
The two Institutional Scoring teams will use their college’s rubric: the MCC
team will use the CONNECT Rubric used at MCC and the BCC team will use the
rubric used at BCC to assess the stratified random sample of 25 papers. After
scoring with their college rubric, the two teams will use the LEAP VALUE
Rubric to score several papers not from the original sample of 25 to gain some
experience with the VALUE rubric. The two teams will then use a structured
guideline to document their experiences using the LEAP Rubric noting the
similarities and differences in the rubric when compared with their local
rubric and their perceptions of barriers and facilitators to using the LEAP
VALUE Rubric.
Afterwards, the Central Team, comprised of two composition instructors
selected, will assess the same 25 papers using the LEAP VALUE Rubric. Each
member of the Central Team will then score several additional papers using
their own institution’s rubric and will follow the same structured guideline to
document differences and similarities across rubric sets and identify any
challenges and facilitators to using the LEAP Rubric in comparison with their
own rubric.
The project will be completed by the end of May and the write-up of the
Experiment will be completed by the end of June. Individuals involved in this
project include:
• JP Nadeau is the Project Coordinator for the Experiment
• The BCC Team is Farah Habib and Michael Geary
• The MCC Team is Melissa Winchell and Rita Jones-Hyde
• The Central Team is Deb Anderson (BCC) and Susan Keith (MCC)
VI. Summary of New Davis Proposal: Pat Crosson, Senior Advisor for Academic Policy
Pat described the current Draft AMCOA II Proposal (Feb. 27, 2012) as
addressing three components:
• Component A, system-wide learning outcomes assessment focused on
developing a system-wide plan, including the development of models,
metrics, dashboards, and implementation plans. She noted that the
concept of a composite indicator has been taken off the table.
Component A work, therefore, will need to identify other kinds of
evidence we would include in a system-wide assessment reporting
approach that uses multiple sources of evidence about student
learning. Within this component there will be two new task forces and
those task forces will need to connect with the AMCOA team as well.
• Component B, support for campus assessment based on initiatives
from Phase 1 and the need to expand the good work of AMCOA across
our campuses through such activities recommended by co-chairs and
AMCOA team members as conferences, experiments, on-call help
teams, “thorny Issues” workshops, and continued use of the project
consultant on a more limited basis next year.
• Component C, expanded involvement that seeks to reach a larger
faculty and staff audience to promote engagement with learning
outcomes and assessment and encourage commitment to using results
for program improvement. The proposal seeks funds for a web-based
assessment repository and tool kit, use of AMCOA team members to
present at campuses’ assessment days, and creation of opportunities
for faculty and staff to look together at the ways that a total campus
environment and student engagements with the curriculum and co-
curriculum affect learning for all students.
Pat explained that the current draft requests support for travel and support
for some release time for roles, such as for the co-chairs, since individuals will
be taking on additional responsibilities this next year.
Pat asked for comments from the AMCOA team about the proposal and
hoped that they saw their ideas integrated into the draft. She also stated she
could receive comments from team members or institutions until this coming
Monday. Shortly thereafter she needs to send out the proposal. She asked
representatives to let their campus leaders know about their support for this
proposal as well. She stated that unless there is support from campuses,
Davis is unlikely to fund the proposal. The current copy is marked confidential
because not all presidents have received it or had a chance to respond. It can
be discussed on campus, but there is such a short time between when it is
due and when comments can be incorporated into the current draft.
Pat’s Draft AMCOA II Proposal-2/27/2012 is attached as Appendix D.
VII. Introduction of Faculty Participating in Today’s Working Session and Group
Leaders; Orientation to Today’s Working Session Focused on Assessing Exit-Level
Student Writing: Peggy Maki
Peggy said that developing the VALUE Rubrics has taken hundreds of experts and
years of work. They were created as a way to develop and use a common
language across the states. The VALUE rubrics are more general than many
institutionally developed rubrics. Conversely, many institutionally developed
rubrics are more holistic than the AAC&U rubrics. What we are trying to do, she
stated, is see how well institutionally developed rubrics align with these
nationally developed rubrics—even though they may be more detailed or more
holistic. Peggy also stated that creating these rubrics has become an alternative
way to assess student work – as opposed to using standardized tests as the sole
means of reporting student achievement.
Peggy introduced the group leaders and presenters:
Group 1: Chuck Prescott, presented Berkshire Community College’s rubric
Elise Martin, Middlesex Community College, served as Group Leader
Group 2: Ellen Wentland presented Northern Essex Community College’s
rubric and served as Group Leader
Group 3: Suzanne Van Wert presented Northern Essex Community College’s
rubric
Mark Patrick, Mass Maritime Academy, served as Group Leader
Group 4: Jennifer Arner Welsh presented Quinsigamond Community College’s
rubric
Bonnie Orcutt, Worcester State University, served as Group Leader
Group 5: Neal Bruss presented UMass Boston’s rubric
Martha Stassen, UMass Amherst, served as Group Leader
Group 6: Chris Cratsley presented Fitchburg State University’s
rubric
Paula Haines, UMass Lowell, served as Group Leader
Group 7: Tim McLaughlin presented Bunker Hill Community College’s
rubric
James Gubbins, Salem State University, served as Group Leader
Appendix A: Institutions Represented at the AMCOA February 29th
Meeting:
Berkshire Community College
Bristol Community College
Bunker Hill Community College
Cape Cod Community College
Fitchburg State University
Framingham State University
Greenfield Community College
Massachusetts Maritime Academy
Massasoit Community College
MassBay Community College
Middlesex Community College
Mount Wachusett Community College
Northern Essex Community College
Quinsigamond Community College
Roxbury Community College
Salem State University
University of Massachusetts Amherst
University of Massachusetts Dartmouth
University of Massachusetts Lowell
University of Massachusetts President’s Office
Westfield State University
Worcester State University
Appendix B: Call for Proposals for the April 23rd
AMCOA Conference
Appendix C: “Two- or four-year institution … doesn’t matter: Student success is
student success,” a collaborative PowerPoint presentation by
Susan Chang, Ellen Zimmerman and Yves Salomon-Fernandez
outlining the progress of the Framingham State University and
MassBay Community College assessment experiment.
(Please double-click the image below to open the presentation. Then,
click once to move from one page to the next.)
Two- or four-year institution … doesn’t matter:
Student success is student success
Advancing a Massachusetts Culture of Assessment (AMCOA) Meeting
February 28, 2012
Northern Essex Community College
Minutes+of+the+feb+29th+amcoa+meeting
Appendix D: DRAFT AMCOA II Proposal-2/27/2012 for AMCOA Team (Double-
click image below, then, use down-arrows to move through pages.)
Minutes+of+the+feb+29th+amcoa+meeting

Mais conteúdo relacionado

Mais procurados

PISD Assessment and PLC Presentation
PISD Assessment and PLC PresentationPISD Assessment and PLC Presentation
PISD Assessment and PLC PresentationMary Hooper
 
Assessment online interaction m_joao_loureiro
Assessment online interaction m_joao_loureiroAssessment online interaction m_joao_loureiro
Assessment online interaction m_joao_loureiroMaria Joao Loureiro
 
A cross-national study of teacher’s perceptions of online -2016.pdf
A cross-national study of teacher’s perceptions of online -2016.pdfA cross-national study of teacher’s perceptions of online -2016.pdf
A cross-national study of teacher’s perceptions of online -2016.pdfJackeline Ferreira
 
A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-...
A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-...A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-...
A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-...CHEARS
 
Going the Distance: Planning Through the Lens of Online Learning
Going the Distance: Planning Through the Lens of Online LearningGoing the Distance: Planning Through the Lens of Online Learning
Going the Distance: Planning Through the Lens of Online LearningJon Ernstberger
 
TSchehr_Assessing the Assessment_AIR
TSchehr_Assessing the Assessment_AIRTSchehr_Assessing the Assessment_AIR
TSchehr_Assessing the Assessment_AIRTerra Schehr
 
Beyond Levels
Beyond LevelsBeyond Levels
Beyond LevelsM Taylor
 
Coherence BOCES share
Coherence BOCES shareCoherence BOCES share
Coherence BOCES shareEdAdvance
 
Preparing Teachers: Building Evidence for Sound Policy
Preparing Teachers: Building Evidence for Sound PolicyPreparing Teachers: Building Evidence for Sound Policy
Preparing Teachers: Building Evidence for Sound PolicyPioneer One
 
Organizational systems and institutional governance 123456
Organizational systems and institutional governance 123456Organizational systems and institutional governance 123456
Organizational systems and institutional governance 123456Rashit Emini
 
Designing an evaluation of a tertiary preparatory program sounds
Designing an evaluation of a tertiary preparatory program soundsDesigning an evaluation of a tertiary preparatory program sounds
Designing an evaluation of a tertiary preparatory program soundsphysrcd
 
Designing an evaluation of a tertiary preparatory program sounds
Designing an evaluation of a tertiary preparatory program soundsDesigning an evaluation of a tertiary preparatory program sounds
Designing an evaluation of a tertiary preparatory program soundsphysrcd
 
6025 Ind Assign Research Title Slides Clara
6025 Ind Assign Research Title Slides Clara6025 Ind Assign Research Title Slides Clara
6025 Ind Assign Research Title Slides ClaraClara Kwan
 
2010 Exploring online faculty workload
2010 Exploring online faculty workload2010 Exploring online faculty workload
2010 Exploring online faculty workloadWCET
 
Adding Up to Success? Assessing Freshman Skills in Information Literacy
Adding Up to Success? Assessing Freshman Skills in Information LiteracyAdding Up to Success? Assessing Freshman Skills in Information Literacy
Adding Up to Success? Assessing Freshman Skills in Information Literacysusangar
 
Lumadue, rick a replicable model focus v8 n1 2014
Lumadue, rick a replicable model focus v8 n1 2014Lumadue, rick a replicable model focus v8 n1 2014
Lumadue, rick a replicable model focus v8 n1 2014William Kritsonis
 

Mais procurados (18)

PISD Assessment and PLC Presentation
PISD Assessment and PLC PresentationPISD Assessment and PLC Presentation
PISD Assessment and PLC Presentation
 
Assessment online interaction m_joao_loureiro
Assessment online interaction m_joao_loureiroAssessment online interaction m_joao_loureiro
Assessment online interaction m_joao_loureiro
 
Minutes of the Tenth AMCOA Meeting, May 1st, 2012 -- Framingham State University
Minutes of the Tenth AMCOA Meeting, May 1st, 2012 -- Framingham State UniversityMinutes of the Tenth AMCOA Meeting, May 1st, 2012 -- Framingham State University
Minutes of the Tenth AMCOA Meeting, May 1st, 2012 -- Framingham State University
 
A cross-national study of teacher’s perceptions of online -2016.pdf
A cross-national study of teacher’s perceptions of online -2016.pdfA cross-national study of teacher’s perceptions of online -2016.pdf
A cross-national study of teacher’s perceptions of online -2016.pdf
 
A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-...
A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-...A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-...
A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-...
 
Going the Distance: Planning Through the Lens of Online Learning
Going the Distance: Planning Through the Lens of Online LearningGoing the Distance: Planning Through the Lens of Online Learning
Going the Distance: Planning Through the Lens of Online Learning
 
TSchehr_Assessing the Assessment_AIR
TSchehr_Assessing the Assessment_AIRTSchehr_Assessing the Assessment_AIR
TSchehr_Assessing the Assessment_AIR
 
Dr Bruce A Johnson CV
Dr Bruce A Johnson CVDr Bruce A Johnson CV
Dr Bruce A Johnson CV
 
Beyond Levels
Beyond LevelsBeyond Levels
Beyond Levels
 
Coherence BOCES share
Coherence BOCES shareCoherence BOCES share
Coherence BOCES share
 
Preparing Teachers: Building Evidence for Sound Policy
Preparing Teachers: Building Evidence for Sound PolicyPreparing Teachers: Building Evidence for Sound Policy
Preparing Teachers: Building Evidence for Sound Policy
 
Organizational systems and institutional governance 123456
Organizational systems and institutional governance 123456Organizational systems and institutional governance 123456
Organizational systems and institutional governance 123456
 
Designing an evaluation of a tertiary preparatory program sounds
Designing an evaluation of a tertiary preparatory program soundsDesigning an evaluation of a tertiary preparatory program sounds
Designing an evaluation of a tertiary preparatory program sounds
 
Designing an evaluation of a tertiary preparatory program sounds
Designing an evaluation of a tertiary preparatory program soundsDesigning an evaluation of a tertiary preparatory program sounds
Designing an evaluation of a tertiary preparatory program sounds
 
6025 Ind Assign Research Title Slides Clara
6025 Ind Assign Research Title Slides Clara6025 Ind Assign Research Title Slides Clara
6025 Ind Assign Research Title Slides Clara
 
2010 Exploring online faculty workload
2010 Exploring online faculty workload2010 Exploring online faculty workload
2010 Exploring online faculty workload
 
Adding Up to Success? Assessing Freshman Skills in Information Literacy
Adding Up to Success? Assessing Freshman Skills in Information LiteracyAdding Up to Success? Assessing Freshman Skills in Information Literacy
Adding Up to Success? Assessing Freshman Skills in Information Literacy
 
Lumadue, rick a replicable model focus v8 n1 2014
Lumadue, rick a replicable model focus v8 n1 2014Lumadue, rick a replicable model focus v8 n1 2014
Lumadue, rick a replicable model focus v8 n1 2014
 

Destaque (9)

Victoria falls presantation
Victoria falls presantationVictoria falls presantation
Victoria falls presantation
 
An Inventory of Conventional and Technology-Enabled Direct and Indirect Asses...
An Inventory of Conventional and Technology-Enabled Direct and Indirect Asses...An Inventory of Conventional and Technology-Enabled Direct and Indirect Asses...
An Inventory of Conventional and Technology-Enabled Direct and Indirect Asses...
 
Summary+of+comments+based+on+scoring+on+feb++29+2012
Summary+of+comments+based+on+scoring+on+feb++29+2012Summary+of+comments+based+on+scoring+on+feb++29+2012
Summary+of+comments+based+on+scoring+on+feb++29+2012
 
Amcoa+meeting+minutes+for+september+14+2011
Amcoa+meeting+minutes+for+september+14+2011Amcoa+meeting+minutes+for+september+14+2011
Amcoa+meeting+minutes+for+september+14+2011
 
Tecnologias de información para los negocios
Tecnologias de información para los negociosTecnologias de información para los negocios
Tecnologias de información para los negocios
 
Leap+can+campuses
Leap+can+campusesLeap+can+campuses
Leap+can+campuses
 
Rivard, Suzanne Resume
Rivard, Suzanne ResumeRivard, Suzanne Resume
Rivard, Suzanne Resume
 
January+19+2012+amcoa+meeting+minutes
January+19+2012+amcoa+meeting+minutesJanuary+19+2012+amcoa+meeting+minutes
January+19+2012+amcoa+meeting+minutes
 
2011 11-17+amcoa+conference+program
2011 11-17+amcoa+conference+program2011 11-17+amcoa+conference+program
2011 11-17+amcoa+conference+program
 

Semelhante a Minutes+of+the+feb+29th+amcoa+meeting

Authentic Assessment Of Students Problem Solving
Authentic Assessment Of Students  Problem SolvingAuthentic Assessment Of Students  Problem Solving
Authentic Assessment Of Students Problem SolvingMonique Carr
 
CBA Framework.pptx
CBA Framework.pptxCBA Framework.pptx
CBA Framework.pptxssuser0e355d
 
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)William Kritsonis
 
Scott Marion- Balanced Assessment Systems
Scott Marion- Balanced Assessment SystemsScott Marion- Balanced Assessment Systems
Scott Marion- Balanced Assessment SystemsEducationNC
 
Running Head Target of Program Evaluation Plan, Part 11TARG.docx
Running Head Target of Program Evaluation Plan, Part 11TARG.docxRunning Head Target of Program Evaluation Plan, Part 11TARG.docx
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
 
Assessment Of Business Programs A Review Of Two Models
Assessment Of Business Programs  A Review Of Two ModelsAssessment Of Business Programs  A Review Of Two Models
Assessment Of Business Programs A Review Of Two ModelsAshley Carter
 
NVivo in educational research two examples from new mexico
NVivo in educational research two examples from new mexicoNVivo in educational research two examples from new mexico
NVivo in educational research two examples from new mexicoQSR International
 
Assessing Service-Learning
Assessing Service-LearningAssessing Service-Learning
Assessing Service-LearningKristen Flores
 
Introduction to Designing Assessment Plans Workshop 1
Introduction to Designing Assessment Plans Workshop 1Introduction to Designing Assessment Plans Workshop 1
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
 
curriculum development process-1.pptx
curriculum development process-1.pptxcurriculum development process-1.pptx
curriculum development process-1.pptxSani191640
 
NCASCD - District Improvement 2/09
NCASCD - District Improvement 2/09NCASCD - District Improvement 2/09
NCASCD - District Improvement 2/09Donna Murray
 
Assessment Matters Newsletter_November 2015 (3)
Assessment Matters Newsletter_November 2015 (3)Assessment Matters Newsletter_November 2015 (3)
Assessment Matters Newsletter_November 2015 (3)Tom Kohntopp
 
015092579.pdf
015092579.pdf015092579.pdf
015092579.pdfEidTahir
 
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...Sheila Sinclair
 
CHAPTER 3. CulTivATiNg COllAbORATivE CulTuREsCollaborative inqu.docx
CHAPTER 3. CulTivATiNg COllAbORATivE CulTuREsCollaborative inqu.docxCHAPTER 3. CulTivATiNg COllAbORATivE CulTuREsCollaborative inqu.docx
CHAPTER 3. CulTivATiNg COllAbORATivE CulTuREsCollaborative inqu.docxketurahhazelhurst
 
Evaluation plan hodges frit 7237
Evaluation plan   hodges frit 7237Evaluation plan   hodges frit 7237
Evaluation plan hodges frit 7237acastel1984
 
Evaluation plan Hodges FRIT 7237
Evaluation plan  Hodges FRIT 7237Evaluation plan  Hodges FRIT 7237
Evaluation plan Hodges FRIT 7237acastel1984
 

Semelhante a Minutes+of+the+feb+29th+amcoa+meeting (20)

Minutes+of+the+mar+26th+amcoa+meeting
Minutes+of+the+mar+26th+amcoa+meetingMinutes+of+the+mar+26th+amcoa+meeting
Minutes+of+the+mar+26th+amcoa+meeting
 
Authentic Assessment Of Students Problem Solving
Authentic Assessment Of Students  Problem SolvingAuthentic Assessment Of Students  Problem Solving
Authentic Assessment Of Students Problem Solving
 
CBA Framework.pptx
CBA Framework.pptxCBA Framework.pptx
CBA Framework.pptx
 
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)
 
Quality enhancement plan newsletters
Quality enhancement plan newslettersQuality enhancement plan newsletters
Quality enhancement plan newsletters
 
Scott Marion- Balanced Assessment Systems
Scott Marion- Balanced Assessment SystemsScott Marion- Balanced Assessment Systems
Scott Marion- Balanced Assessment Systems
 
Running Head Target of Program Evaluation Plan, Part 11TARG.docx
Running Head Target of Program Evaluation Plan, Part 11TARG.docxRunning Head Target of Program Evaluation Plan, Part 11TARG.docx
Running Head Target of Program Evaluation Plan, Part 11TARG.docx
 
Assessment Of Business Programs A Review Of Two Models
Assessment Of Business Programs  A Review Of Two ModelsAssessment Of Business Programs  A Review Of Two Models
Assessment Of Business Programs A Review Of Two Models
 
NVivo in educational research two examples from new mexico
NVivo in educational research two examples from new mexicoNVivo in educational research two examples from new mexico
NVivo in educational research two examples from new mexico
 
Assessing Service-Learning
Assessing Service-LearningAssessing Service-Learning
Assessing Service-Learning
 
Introduction to Designing Assessment Plans Workshop 1
Introduction to Designing Assessment Plans Workshop 1Introduction to Designing Assessment Plans Workshop 1
Introduction to Designing Assessment Plans Workshop 1
 
curriculum development process-1.pptx
curriculum development process-1.pptxcurriculum development process-1.pptx
curriculum development process-1.pptx
 
NCASCD - District Improvement 2/09
NCASCD - District Improvement 2/09NCASCD - District Improvement 2/09
NCASCD - District Improvement 2/09
 
Assessment Matters Newsletter_November 2015 (3)
Assessment Matters Newsletter_November 2015 (3)Assessment Matters Newsletter_November 2015 (3)
Assessment Matters Newsletter_November 2015 (3)
 
015092579.pdf
015092579.pdf015092579.pdf
015092579.pdf
 
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...
 
CHAPTER 3. CulTivATiNg COllAbORATivE CulTuREsCollaborative inqu.docx
CHAPTER 3. CulTivATiNg COllAbORATivE CulTuREsCollaborative inqu.docxCHAPTER 3. CulTivATiNg COllAbORATivE CulTuREsCollaborative inqu.docx
CHAPTER 3. CulTivATiNg COllAbORATivE CulTuREsCollaborative inqu.docx
 
Evaluation plan hodges frit 7237
Evaluation plan   hodges frit 7237Evaluation plan   hodges frit 7237
Evaluation plan hodges frit 7237
 
Evaluation plan Hodges FRIT 7237
Evaluation plan  Hodges FRIT 7237Evaluation plan  Hodges FRIT 7237
Evaluation plan Hodges FRIT 7237
 
SACS Readiness Week: Jackson State University's Re-Accreditation Process
SACS Readiness Week: Jackson State University's Re-Accreditation ProcessSACS Readiness Week: Jackson State University's Re-Accreditation Process
SACS Readiness Week: Jackson State University's Re-Accreditation Process
 

Mais de Advancing a Massachusetts Culture of Assessment

Mais de Advancing a Massachusetts Culture of Assessment (20)

Attendance+template+sample
Attendance+template+sampleAttendance+template+sample
Attendance+template+sample
 
Assessment+of+supplemental+instruction+%282%29+9 29-30
Assessment+of+supplemental+instruction+%282%29+9 29-30Assessment+of+supplemental+instruction+%282%29+9 29-30
Assessment+of+supplemental+instruction+%282%29+9 29-30
 
Assessing+the+learning+in+sl amcoa+conference-squast
Assessing+the+learning+in+sl amcoa+conference-squastAssessing+the+learning+in+sl amcoa+conference-squast
Assessing+the+learning+in+sl amcoa+conference-squast
 
Assessing+learning+outcomes+in+nursing+programs+c427 a
Assessing+learning+outcomes+in+nursing+programs+c427 aAssessing+learning+outcomes+in+nursing+programs+c427 a
Assessing+learning+outcomes+in+nursing+programs+c427 a
 
Amcoa+planning+group+recommendations june+24
Amcoa+planning+group+recommendations june+24Amcoa+planning+group+recommendations june+24
Amcoa+planning+group+recommendations june+24
 
Amcoa+mtg+sites+10 12-11
Amcoa+mtg+sites+10 12-11Amcoa+mtg+sites+10 12-11
Amcoa+mtg+sites+10 12-11
 
Amcoa+mtg+sites+10 5-11
Amcoa+mtg+sites+10 5-11Amcoa+mtg+sites+10 5-11
Amcoa+mtg+sites+10 5-11
 
Amcoa+mtg+sites
Amcoa+mtg+sitesAmcoa+mtg+sites
Amcoa+mtg+sites
 
Amcoa+membership+list
Amcoa+membership+listAmcoa+membership+list
Amcoa+membership+list
 
Amcoa+meeting+minutes+8 18-11
Amcoa+meeting+minutes+8 18-11Amcoa+meeting+minutes+8 18-11
Amcoa+meeting+minutes+8 18-11
 
Amcoa+meeting+minutes+6 27-11
Amcoa+meeting+minutes+6 27-11Amcoa+meeting+minutes+6 27-11
Amcoa+meeting+minutes+6 27-11
 
Agenda+for+11 9-11+amcoa+mtg
Agenda+for+11 9-11+amcoa+mtgAgenda+for+11 9-11+amcoa+mtg
Agenda+for+11 9-11+amcoa+mtg
 
Agenda+for+10 18-11+amcoa+mtg
Agenda+for+10 18-11+amcoa+mtgAgenda+for+10 18-11+amcoa+mtg
Agenda+for+10 18-11+amcoa+mtg
 
Amcoa+co chairs
Amcoa+co chairsAmcoa+co chairs
Amcoa+co chairs
 
Amcoa+mtg+sites+11 2-11
Amcoa+mtg+sites+11 2-11Amcoa+mtg+sites+11 2-11
Amcoa+mtg+sites+11 2-11
 
Bhcc+ccsse+results+ +d+leavitt+slides
Bhcc+ccsse+results+ +d+leavitt+slidesBhcc+ccsse+results+ +d+leavitt+slides
Bhcc+ccsse+results+ +d+leavitt+slides
 
Draft+guidelines+exper+db
Draft+guidelines+exper+dbDraft+guidelines+exper+db
Draft+guidelines+exper+db
 
Martin ir mcc
Martin ir mccMartin ir mcc
Martin ir mcc
 
Si+instructors+end of-term+survey+4-28-11
Si+instructors+end of-term+survey+4-28-11Si+instructors+end of-term+survey+4-28-11
Si+instructors+end of-term+survey+4-28-11
 
Writing+redesign+101+ +assessment+in+action++amcoa+2-9-12
Writing+redesign+101+ +assessment+in+action++amcoa+2-9-12Writing+redesign+101+ +assessment+in+action++amcoa+2-9-12
Writing+redesign+101+ +assessment+in+action++amcoa+2-9-12
 

Último

AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 

Último (20)

AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 

Minutes+of+the+feb+29th+amcoa+meeting

  • 1. Minutes of the Eighth AMCOA Meeting, February 29, 2012 Prepared by Kerry McNally Host Campus: Northern Essex Community College, Haverhill Campus I. Attendance The eighth AMCOA meeting was hosted by Northern Essex Community College (NECC), Haverhill from 10:00 a.m.-1:00 p.m. on February 29, 2012. Representatives from 22 institutions attended the meeting (See list in Appendix A), and Peggy Maki, Consultant under the Davis Educational Foundation Grant awarded to the Department of Higher Education, opened and chaired the meeting. Peggy thanked NECC for hosting the meeting. II. Welcome: President Lane Glenn, Northern Essex Community College President Glenn welcomed AMCOA Team members to this month’s working session focused on scoring student work that demonstrates written communication. He congratulated members on their progress and emphasized his commitment to this project. III. Updates and Foci of Next Two Working Sessions: Peggy Maki Peggy asked the group to please sign up for leading a group, contributing an institutionally developed scoring rubric that demonstrates critical thinking or quantitative reasoning, or submitting an exit-level student sample.
  • 2. IV. Update on the Fourth Statewide Assessment Conference: Jim Gubbins Jim reported that he has received three or four new proposals in addition to the planned descriptions of the assessment experiments. He also stated that he would like campuses that haven’t been represented before at conferences or meetings to step up and present. His planning group, consisting of Chris Cratsley, Neal Bruss, Donna Kuizenga and Dawne Spangler, will have its first Skype meeting next week. (Appendix B is the Call for Proposals for the April 23rd AMCOA conference.) Requests for more Assessment 101-type sessions were spread across the Comments in the February 9th Evaluations. Peggy Maki volunteered to give sessions on beginning assessments. The question was raised as to what Assessment 101 means. Peggy said that it would entail very basic terminology and overarching assessment principles and practices. She suggested that she would invite institutional reps to share their approaches in this basic session. V. Summaries of Two Assessment Experiments: Susan Chang, Director of Assessment, Framingham State University, and Joanne M. Preston, Dean of Humanities, Bristol Community College Framingham State University (FSU) and MassBay Community College are collaborating on an assessment experiment that aims to identify ways to improve the academic experience and success of students who transfer from a community college to a 4-year institution by using assessment tools. While there is an emphasis on a transfer student’s academic success, there is a recognized need to collect qualitative data to understand how the overall college experience of a transfer student can be improved. Some of the transfer students reported feeling not connected to the campus, citing lack of knowledge about resources. There are six primary objectives of the
  • 3. experiment: (1) continue to build upon assessment processes already in development at MassBay and FSU; (2) identify strengths and weaknesses in the General Education curriculum at MassBay and FSU; (3) utilize demographics for a seamless transition and identify indicators of student success; (4) explore technology as a cross-campus assessment platform; (5) influence and inspire changes to the curriculum; and (6) create and continue a partnership between a two- and four-year institution. Some of the progress they are making and some of the issues that are emerging include: • Conversations at the administrative level that don’t trickle down to the faculty. That needs to be improved. • Exploration of students’ strengths and weaknesses in written communication, quantitative reasoning and critical thinking are. • Identification of indicators of student success. • Review of different kinds of assessment software applicable to documenting 2-year and 4-year students’ achievements The project is starting with the AAC&U VALUE rubrics, asking if they will work. FSU has an assessment advisory group and they know where they are going. Are these rubrics appropriate for both 2-year and 4-year schools? MassBay is reviewing these rubrics to adopt for their first assessment cycle. The first assessment cycle will provide data to identify strengths and weaknesses in the General Education curriculum. FSU is collecting qualitative data to complement the quantitative information they normally gather. They are establishing benchmarks and numbers. For example, in Fall 2008 16% of FSU transfer students came from MassBay
  • 4. Community College. Of those who transferred from MassBay, 50% of them graduated from FSU as of Fall 2011, compared to 39% of the total transfer cohort. Yesterday, FSU looked at software with people from MBCC. They need information for both schools to make informed decisions by the end of this calendar year. They want to inspire improvement, but they need the data. The discussion of STEM rolled from there. They are working with PARCC and collaborating on improving developmental courses in math. They are also looking at a potential bridge program. And, they are working on improving the academic experience for transfer students, for example, an orientation program that is designed for them. After reviewing the first timeline, they developed a second one to give faculty more time to think about the process. By May 2013 they will look at the overall findings and start the next assessment cycle. For a full description of the FSU and MassBay experiment progress and future timeline, please see a copy of the PowerPoint presentation in Appendix C. The CONNECT AMCOA Assessment Experiment will engage faculty from the CONNECT Consortium to learn about and apply the Liberal Education and America’s Promise (LEAP) VALUE rubric for written communication and support their exploration of the LEAP Essential Learning Outcomes framework. The Assessment Experiment will evaluate common assignments using the Writing Rubric used at Massasoit Community College, the Writing Rubric used at Bristol Community College and the LEAP VALUE rubric to compare and
  • 5. contrast the three rubrics. There are three assessment teams which are each made up of two instructors who will assess writing using the rubrics. Two of the teams are Institutional Scoring Teams (two faculty from BCC) and (two faculty from MCC). These team members are instructors who teach a comparable first general education course that emphasizes composition (English 101). The third team, the Central team, consists of one BCC faculty member and one MCC faculty member. The common assignment was administered to 4 writing classes at MCC and 4 writing classes at BCC. The faculty who volunteered to use the common assignment in their course, received a small stipend after turning in the writing. JP Nadeau, Professor at BCC, created a random sample of 25 assignments. The two Institutional Scoring teams will use their college’s rubric: the MCC team will use the CONNECT Rubric used at MCC and the BCC team will use the rubric used at BCC to assess the stratified random sample of 25 papers. After scoring with their college rubric, the two teams will use the LEAP VALUE Rubric to score several papers not from the original sample of 25 to gain some experience with the VALUE rubric. The two teams will then use a structured guideline to document their experiences using the LEAP Rubric noting the similarities and differences in the rubric when compared with their local rubric and their perceptions of barriers and facilitators to using the LEAP VALUE Rubric. Afterwards, the Central Team, comprised of two composition instructors selected, will assess the same 25 papers using the LEAP VALUE Rubric. Each member of the Central Team will then score several additional papers using their own institution’s rubric and will follow the same structured guideline to document differences and similarities across rubric sets and identify any challenges and facilitators to using the LEAP Rubric in comparison with their own rubric.
  • 6. The project will be completed by the end of May and the write-up of the Experiment will be completed by the end of June. Individuals involved in this project include: • JP Nadeau is the Project Coordinator for the Experiment • The BCC Team is Farah Habib and Michael Geary • The MCC Team is Melissa Winchell and Rita Jones-Hyde • The Central Team is Deb Anderson (BCC) and Susan Keith (MCC) VI. Summary of New Davis Proposal: Pat Crosson, Senior Advisor for Academic Policy Pat described the current Draft AMCOA II Proposal (Feb. 27, 2012) as addressing three components: • Component A, system-wide learning outcomes assessment focused on developing a system-wide plan, including the development of models, metrics, dashboards, and implementation plans. She noted that the concept of a composite indicator has been taken off the table. Component A work, therefore, will need to identify other kinds of evidence we would include in a system-wide assessment reporting approach that uses multiple sources of evidence about student learning. Within this component there will be two new task forces and those task forces will need to connect with the AMCOA team as well. • Component B, support for campus assessment based on initiatives from Phase 1 and the need to expand the good work of AMCOA across our campuses through such activities recommended by co-chairs and AMCOA team members as conferences, experiments, on-call help
  • 7. teams, “thorny Issues” workshops, and continued use of the project consultant on a more limited basis next year. • Component C, expanded involvement that seeks to reach a larger faculty and staff audience to promote engagement with learning outcomes and assessment and encourage commitment to using results for program improvement. The proposal seeks funds for a web-based assessment repository and tool kit, use of AMCOA team members to present at campuses’ assessment days, and creation of opportunities for faculty and staff to look together at the ways that a total campus environment and student engagements with the curriculum and co- curriculum affect learning for all students. Pat explained that the current draft requests support for travel and support for some release time for roles, such as for the co-chairs, since individuals will be taking on additional responsibilities this next year. Pat asked for comments from the AMCOA team about the proposal and hoped that they saw their ideas integrated into the draft. She also stated she could receive comments from team members or institutions until this coming Monday. Shortly thereafter she needs to send out the proposal. She asked representatives to let their campus leaders know about their support for this proposal as well. She stated that unless there is support from campuses, Davis is unlikely to fund the proposal. The current copy is marked confidential because not all presidents have received it or had a chance to respond. It can be discussed on campus, but there is such a short time between when it is due and when comments can be incorporated into the current draft. Pat’s Draft AMCOA II Proposal-2/27/2012 is attached as Appendix D.
  • 8. VII. Introduction of Faculty Participating in Today’s Working Session and Group Leaders; Orientation to Today’s Working Session Focused on Assessing Exit-Level Student Writing: Peggy Maki Peggy said that developing the VALUE Rubrics has taken hundreds of experts and years of work. They were created as a way to develop and use a common language across the states. The VALUE rubrics are more general than many institutionally developed rubrics. Conversely, many institutionally developed rubrics are more holistic than the AAC&U rubrics. What we are trying to do, she stated, is see how well institutionally developed rubrics align with these nationally developed rubrics—even though they may be more detailed or more holistic. Peggy also stated that creating these rubrics has become an alternative way to assess student work – as opposed to using standardized tests as the sole means of reporting student achievement. Peggy introduced the group leaders and presenters: Group 1: Chuck Prescott, presented Berkshire Community College’s rubric Elise Martin, Middlesex Community College, served as Group Leader Group 2: Ellen Wentland presented Northern Essex Community College’s rubric and served as Group Leader Group 3: Suzanne Van Wert presented Northern Essex Community College’s rubric Mark Patrick, Mass Maritime Academy, served as Group Leader Group 4: Jennifer Arner Welsh presented Quinsigamond Community College’s rubric Bonnie Orcutt, Worcester State University, served as Group Leader Group 5: Neal Bruss presented UMass Boston’s rubric
  • 9. Martha Stassen, UMass Amherst, served as Group Leader Group 6: Chris Cratsley presented Fitchburg State University’s rubric Paula Haines, UMass Lowell, served as Group Leader Group 7: Tim McLaughlin presented Bunker Hill Community College’s rubric James Gubbins, Salem State University, served as Group Leader
  • 10. Appendix A: Institutions Represented at the AMCOA February 29th Meeting: Berkshire Community College Bristol Community College Bunker Hill Community College Cape Cod Community College Fitchburg State University Framingham State University Greenfield Community College Massachusetts Maritime Academy Massasoit Community College MassBay Community College Middlesex Community College Mount Wachusett Community College Northern Essex Community College Quinsigamond Community College Roxbury Community College Salem State University University of Massachusetts Amherst University of Massachusetts Dartmouth University of Massachusetts Lowell University of Massachusetts President’s Office Westfield State University
  • 12. Appendix B: Call for Proposals for the April 23rd AMCOA Conference
  • 13. Appendix C: “Two- or four-year institution … doesn’t matter: Student success is student success,” a collaborative PowerPoint presentation by Susan Chang, Ellen Zimmerman and Yves Salomon-Fernandez outlining the progress of the Framingham State University and MassBay Community College assessment experiment. (Please double-click the image below to open the presentation. Then, click once to move from one page to the next.) Two- or four-year institution … doesn’t matter: Student success is student success Advancing a Massachusetts Culture of Assessment (AMCOA) Meeting February 28, 2012 Northern Essex Community College
  • 15. Appendix D: DRAFT AMCOA II Proposal-2/27/2012 for AMCOA Team (Double- click image below, then, use down-arrows to move through pages.)