By Doug Ward
Here’s a secret about creating a top-notch assessment plan:
Make sure that it involves cooperation among faculty members, that it integrates assignments into a broader framework of learning, and that it creates avenues for evaluating results and using them to make changes to courses and curricula.
Actually, that’s not really a secret – really, it’s just good assessment practice – but it was the secret to winning a university assessment award this year. Judges for both the Degree-Level Assessment Award and the Christopher H. Haufler KU Core Innovation Award cited the winners’ ability to cooperate, integrate and follow up on their findings as elements that set them apart from other nominees.
The Department of Germanic Languages and Literatures won this year’s degree-level assessment award, and the Department of Curriculum and Teaching won this year’s Haufler award. The awards were announced at last week’s annual Student Learning Symposium. Each comes with $5,000.
The German department focused its plan on two 300-level courses that serve as a gateway to the major, and on its capstone course. Stuart Day, the acting vice provost for academic affairs, said the University Academic Assessment Committee, which oversees the award, found the plan thorough, manageable and meaningful. It is one of the strongest assessment plans in place at the university, he said. It emphasizes substantive learning outcomes, uses a variety of methods for assessment, and includes a plan for making ongoing improvements.
DeAngela Burns-Wallace, vice provost for undergraduate studies, said the plan created by curriculum and teaching had similar characteristics, using a rich approach that integrates active learning, problem solving and critical thinking. The department created a “strong and intentional feedback loop for course improvement,” she said, and created a clear means for sharing results throughout the department.
So there again is that secret that isn’t really a secret: A strong assessment plan needs to include cooperation among colleagues, integration of assignments and pedagogy, and follow-ups that lead to improvements in the curriculum.
That sounds simple, but it’s not. Reva Friedman, associate professor of curriculum and teaching, and Lorie Vanchena, associate professor of Germanic languages and literatures, both spoke about the deep intellectual work that went into crafting their plans. That work involved many discussions among colleagues and some failed attempts that eventually led to strong, substantive plans.
“Everything we’re doing informs everything else we’re doing,” Friedman said.
She also offered a piece of advice that we all need to hear.
“All of us have our little castles with moats around them, and we love what we do,” she said. “But we need to partner in a different way.”
A new resource for teaching media literacy
In a world of “alternative facts,” we all must work harder to help students learn to find reliable information, challenge questionable information, and move beyond their own biases. To help with that, KU Libraries recently added a media literacy resource page to its website. Instructors and students will find a wealth of useful materials, including definitions, evaluation tools, articles and websites.
Doug Ward is the associate director of the Center for Teaching Excellence and an associate professor of journalism. You can follow him on Twitter @kuediting.