Celebrating University Teaching Week 2008: Assessment for Student Development
The University’s Strategic Plan (2007-2012) establishes a dozen attributes that the 21st century graduate will possess—in other words, the broad learning outcomes that will distinguish the students who graduate from the University of the West Indies, regardless of their area of study.
Each attribute is worthy, worthwhile, and noble, yet it now falls to the professors, instructors, and other staff at the University to move these outcomes from the conceptual framework of the Strategic Plan into the practical environs of the classroom, laboratory, studio, or playing field.
Eileen Herteis will present a three-part session designed to help participants develop integrated courses that align the learning outcomes with instructional strategies and activities and culminate in clear assessment criteria and valid assessment practices.
December 1, 2008
The attributes listed in the Strategic Plan encompass the whole student—from intellect to personal integrity: they include content knowledge, skills and performance, as well as values and attitudes. During this session, we will explore the meanings and develop a menu of exemplars of each attribute in action. This will be a lively, interactive discussion in which we will work towards answering questions such as the following:
- What do the 12 attributes, for example “critical and creative thinking” or “effective communicator,” actually mean?
- What specific learning outcomes will demonstrate that students have achieved those attributes by the time they graduate?
- In which courses are students to be given the opportunity to develop these attributes?
- How will individual professors, departments, or programs decide who is responsible for “covering” which outcome?
December 2, 2008
During this session, we will re-visit the list of exemplars created on day one and perhaps create a “hierarchy” of the outcomes and characteristics. Focusing on course planning, communication, and collaboration with colleagues, participants will look at how they can develop opportunities for students to achieve these learning outcomes.
We will discuss such questions as:
- Can the students fulfill these outcomes in my courses? In which lessons?
- How will I design my courses to ensure that they do? What must I (or my departmental colleagues) change?
- How will increasingly large and diverse classes affect my ability to provide the necessary learning opportunities for all students?
- Are there overlaps, commonalities, or gaps in specific course or program content, meaning that some outcomes are over-emphasized and others ignored?
December 3, 2008
This session will look at assessing student learning outcomes. We will also examine teaching and assessing those “hidden” learning outcomes that transcend content, such as leadership or social responsiveness.
 Our discussion will focus on the following questions:
- How can I design my assessments of student learning to ensure that they allow the students to demonstrate achievement?
- How can I make sure that my course is aligned from the syllabus to the testing?
- How can I use the statement of student learning outcomes to create clear, valid, fair assessment criteria?
- How could I use a grading rubric to differentiate a novice, intermediate, and mature performance in each of the criteria?
December 4, 2008
Assessment for Development
Dr. Harry Hubball is the facilitator for this workshop. Participants will examine formative classroom assessment practices to enhance diverse learning/teaching processes and outcomes. Further, participants will explore connections between classroom assessment practices and the scholarship of teaching and learning (SoTL) in multidisciplinary settings.
Our discussion will focus on the following questions:
- How can I create a classroom culture of assessment in my university course?
- What sorts of learning-centred assessment practices are appropriate in my classroom setting?
- How can I use formative assessment practices to enhance the quality of my teaching, and improve my final teaching evaluation by students?
- What sorts of research methodologies can I employ in my university classroom in order to a) investigate teaching and learning issues, b) make positive changes to my classroom practice, and 3) publish the findings in SoTL journals?
Monday 1st to Thursday 4th December 2008
8.45 a.m. to 1 p.m.
Institute of International Relations, Seminar Room 1, Upstairs East Block
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