the purpose & significance of

#CLA | @cla_beat

stop counting

#CLA | @cla_beat

performance

1 of 3

“Bad…”

We ask our students,

quite simply, to count fish.

the

The need for adifferent assessment

to equip institutions toimprove higher-order skills

by connectingteaching, learning, and assessment

through authentic,performance-based practices.

performance

2 of 3

performance

3 of 3

(a) William Shakespeare(b) John Updike

(c) Ernest Hemingway(d) None of the above

Rewards content regurgitationFails to gauge transferability

Contentknowledge

Contentskills

Generalknowledge

Generalskills

Contentknowledge

Contentknowledge

Contentskills

Generalknowledge

Generalskills

the

the

accountability

the

being the best

the

redefining “ready”

ready

employment

SO WHAT?

SO WHAT?

Academically adriftLimited learning on college campuses

Proportion of employers who say colleges should

place MORE emphasis than they do on selected

learning outcomes:

The ability to analyze and

solve complex

problems 64%

Proportion of employers who say colleges should place MORE emphasis than they do on selected

learning outcomes

•The ability to effectively communicate orally and in writing

•Critical thinking and analytic reasoning skills

•The ability to apply knowledge and skills to real-world settings

•The ability to analyze and solve complex problems

89%

81%

79%

75%

AAC&U | 2008 | aacu.org/leap/public_opinion_research.cfm

ready

an evolving learning environment

transferrable skills:critical thinking

problem solvinglogical reasoning

cogent writing ability

The provision of transferrable skills

is as important asthe provision of

content.

ready

an unpredictable world

The top ten in-demand jobs in 2010 did not exist in 2004. We

are currently preparing students for jobs that don’t yet exist,

using technologies that have not yet been invented in order

to solve problems that we don’t even know are problems yet.

what is the

bias

small sample

quantitative reasoning

appropriate comparison

group

correlation vs. causation

incorrect (improper?) use of data

ability to filter

cla

moving beyondaccountability

Females

Males

Writing Ability

Problem Solving

48% 52% 40% 60% 32% 67% 48% 53%

a word on

make no mistake:

the clarecommendation is not

that 100 is “enough”but we understand

institutional limitations

limitations to 100

restricts potential analyses

more easily signals accountability

limitations to > 100

financial/staffsampling and

recruitment

c’s Census sampling

Course embedding

Creating a culture of assessment

Creativity

c’s Census sampling

Course embedding

Creating a culture of assessment

Creativity

Complimenting students

t+l+a alignment collaboration

collegiatelearningassessment.org/contact

t+l+a alignment faculty support

What is authentic assessment?

How does effective teaching support that (and vice versa)?

What are the higher-order skills we value? Why?

How are those skills demonstrated in student responses?

chris jackson212.217.0845

cjackson@cae.org@cla_beat

collegiatelearningassessment.org/clapresentations