Moving from Concept to Meaningful Assessment:

Cultural Competence & the Intercultural Knowledge VALUE

Rubric

Ashley Finley, Ph.DSenior Director of Assessment & Research, AAC&U

National Evaluator, Bringing Theory to Practice

Kansas State UniversityMarch 14, 2014

Outcomes

AssessmentCurriculum

Co –Curriculum

The problem with program assessment…

K-State & Intercultural Competence…O The mission of KSU is to foster excellent teaching, research,

and service that develop a highly skilled and educated citizenry necessary to advancing the well-being of Kansas, the nation, and the international community.

O The university embraces diversity, encourages engagement and is committed to the discovery of knowledge…& improvement in the quality of life and standard of living of those we serve.

O the institution dedicates itself to providing academic and extracurricular learning experiences which promote and value both excellence and cultural diversity…

O K-State prepares its students to be informed, productive, & responsible citizens who actively participate in advancing cultural, educational, economic, scientific, and socio-political undertakings.

Moving from Goals to Expected Outcomes

Would LOVE to see

Would LIKE to see

EXPECT to see

Who needs to be involved at each stage to reach goals?

• University embraces diversity, encourages engagement & committed to know. discovery

• learning experiences promote & value excellence & cultural diversity

• students are informed, productive, & resp. citizens who actively participate in advancing cultural, educ., econ., scientific, & socio-political undertakings

Expected changes at course level…

• Ethical Reasoning & Responsibility• Human

Diversity within the US

• Global Issues & Perspectives

Changes at program level related to…• Ethical

Reasoning & Responsibilit

y• Human

Diversity in US

• Global Issues &

Perspectives

Expected Changes: short, inter-mediate

Products needed to assess outcomes, “countables”:

Actions needed to produce outputs:

Resources needed to start or keep going: OUTCOME

S(What should

improve as a

direct result of efforts

that contribute to the

long-term vision?)

OUTPUTS(What

counts as good

evidence?)

ACTIVITIES(What will students be asked to do?)

INPUTS(What is

needed for the

process?)

Impact Goals

(What is the hope for the future

for students

, for faculty, for the

institution?)

Long-term vision for change

•General education•Teaching and learning center•Student affairs•Institutional research•Career center•Alumni center

•Engagement with diverse perspectives•Group dialogue•Small group problem-solving or applications•Engagement with contemporary issues, real-life questions

•Critical reflection papers•Research papers addressing real-world problem-solving•Blogs/Wikis•Multimedia

Expected Changes: short, intermediate:

Products needed to assess outcomes:

Actions needed to produce outputs:

Resources needed to start or keep going: OUTCOM

ESOUTPUTS

ACTIVITIES(What will

students be asked to

do?)

INPUTS(What is

needed for the

process?)

•Intercultural knowledge & competence•Civic engagement•Openness to diversity•Pluralistic orientation•Empathy•Moral development•Civic-mindedness

Impact

•University embraces diversity, encourages engagement & committed to know. Discovery•learning experiences promote & value excellence & cultural diversity

Intercultural Knowledge & Competence VALUE Rubric

O DimensionsO Knowledge – cultural

self-awarenessO Knowledge –

knowledge of cultural worldview frameworks

O Skills - empathyO Skills – verbal and

non-verbal communication

O Attitudes – curiosityO Attitudes – openness

O Next Questions:O What activities currently

promote intercultural knowledge & competence in courses?

O What assignments or demonstrations of learning invite students’ applications of intercultural skills?

O How are learning experiences connected over time to make applications increasingly more rigorous?

Focusing on Outputs: Intentional Assignment Design

O Assignment should enable attainment of criteriaO Break down criteria to determine key components for

assignmentO What should students do with content to meet

criteria?O E.g. What are the pieces to be analyzed, compared,

integrated?O Will the assignment be used for more than one

outcome?O What are the types of assignments that will be

most helpful for allowing students to demonstrate competency?

Additional ResourcesO Logic Models: http://

www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide

O AAC&U VALUE Rubrics (direct assessment of learning outcomes, including civic engagement & intercultural competence): http://www.aacu.org/value/index.cfm

O Wabash Center for Inquiry in the Liberal Arts: http://www.liberalarts.wabash.edu/study-instruments/ (Miville-Guzman Universality-Diversity Scale, also Openness to Diversity Scale, others…)