Welcome to the Multi-State Collaborative to Advance
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Transcript Welcome to the Multi-State Collaborative to Advance
Multi-State Collaborative
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Susan Albertine
Vice President, Office of Diversity,
Equity, and Student Success, AAC&U
Faculty Engagement Subgroup, MSC
([email protected])
James Gubbins
Associate Professor - Salem State
University, Massachusetts
Faculty Engagement Subgroup, MSC
([email protected])
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It is good for student learning.
It supports faculty engagement.
It strengthens programs.
It connects assessment to teaching and learning.
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January 2010: Working group begins process of
developing a statewide system for assessing student
learning outcomes
October 2012: Statewide conference on Quantitative
Literacy
Spring 2013: First pilot study to test a model for statewide
assessment. The three learning outcomes: Critical
Thinking, Quantitative Literacy, and Written
Communication
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Spring 2013 Massachusetts Pilot Study: Lessons learned
Faculty scorer: “I spent almost a whole day scoring the
quantitative literacy artifacts. It did not go well for multiple
reasons . . . many of the artifact[s] weren't appropriate for
this rubric (they were simple math quizzes).”
Fall 2014 Multistate Collaborative Pilot Study: Benefits
from Massachusetts’s experience
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K-16 Teachers and administrators in Massachusetts have
devised a working definition of college readiness in
Mathematics
Quantitative Literacy VALUE Rubric has offered
Massachusetts faculty a starting point for understanding,
discussing, and assessing college-level quantitative literacy
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Criteria
Levels
Performance
Descriptors
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Second Criterion in the Quantitative Literacy Rubric:
Representation
◦ Ability to convert relevant information into various mathematical
forms (e.g., equations, graphs, diagrams, tables, words)
Third Criterion in the Quantitative Literacy Rubric:
Calculation
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Criteria
Levels
Performance
Descriptors
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Know where you want to go: What is the key outcome you want?
Consider how you might tweak an existing assignment to include that key outcome.
Consider how an assignment might contribute to a student’s grasp of the defined learning
outcome over time
◦ Analyze QL criteria to determine key components for a QL assignment in your field.
◦ Work backwards from a student artifact, preferably in a group, using the VALUE QL
rubric; consider the DQP for reference.
Assignments themselves may be arranged progressively or scaffolded across a course and
through a program.
◦ What activities can you identify to improve critical thinking and integrative learning?
◦ Can the assignment be used for more than one outcome?
◦ How can you help students gain QL capacity over time in your disciplinary context?
What are the types of assignments that will be most helpful for allowing students to
demonstrate competency and help them get ready for the days after graduation?
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Collaborate
Think structurally
Plan beyond your discipline
Cultivate novice thinking
Ask students to talk about how they are learning
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Additional MSC Webinars
Sampling for the Pilot Study
May 21, 4-5pm (ET) and May 22, 4-5pm (ET)
Multi-State Assessment: IRB & Student Consent
May 28, 5-6pm (ET) and June 3, 4-5pm (ET)
VALUE Rubrics
Date and Time TBD
Coding, Formatting, Submitting: Using Taskstream
Date and Time TBD (late summer)
Webinars will be recorded and posted to: http://www.sheeo.org/msc
Webinars already posted:
Welcome to the MSC
Pilot Study Overview
Assignment Design Webinar
Questions?
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