What to do With Data Or closing the

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What to do With Data? (Or, closing the alleged loop) Analysis, Interpretation, and Improvement.

What to do With Data? (Or, closing the alleged loop) Analysis, Interpretation, and Improvement. Mark Pursley

The “O” of SLO’s • The outcome should be a measurable behavior. • How

The “O” of SLO’s • The outcome should be a measurable behavior. • How is behavior measured? Performing a task in accordance with a rubric. Ideally, that task should connect with a skill that improves performance in the workplace or community.

If the “O” is ill-defined, the data is unhelpful • A discipline in one

If the “O” is ill-defined, the data is unhelpful • A discipline in one local college defines the outcome as the percentage of students who pass courses in that discipline with a grade of C or better. Clearly, that outcome is not an adequate measure of student learning, since students may earn a grade of C without having learned a measurable skill. • We need to assess our assessments to ensure that the data we are collecting is informative. • What practical skill can students do now that they couldn’t do before taking this course?

Assessing assessments • If it is possible for any student to walk in and

Assessing assessments • If it is possible for any student to walk in and score 70% on our assessment, then we haven’t got useful data that measures student learning. • If assessment scores are always above 90%, perhaps we set the bar too low. • There is no loop to close if we don’t have assessments that effectively measure student learning.

Traditional vs Authentic Assessment ACADEMIC SENATE OF THE CALIFORNIA COMMUNITY COLLEGES. • Authentic assessment

Traditional vs Authentic Assessment ACADEMIC SENATE OF THE CALIFORNIA COMMUNITY COLLEGES. • Authentic assessment simulates a real world experience by evaluating the student’s ability to apply critical thinking and knowledge or to perform tasks that may approximate those found in the workplace or other venues outside the classroom. “I’M FEELING ‘C’ RIGHT NOW. ”

Individuals and Aggregates • We assess individual performance constantly. To assess the aggregate it

Individuals and Aggregates • We assess individual performance constantly. To assess the aggregate it helps to disaggregate the data. • A good rubric makes this possible. • We may find that students are strong on syntax but weak on organization. • The benchmarks we set help us measure improvement. • Departmental discussions of assessment data analyze trends and produce recommendations for improvement.

A look at the loop Good SLOs Strategies for improvement. Student Learning! Analysis and

A look at the loop Good SLOs Strategies for improvement. Student Learning! Analysis and discussion of data Authentic Assessment

Continuous Improvement • Assessment should not be about the ability to give the right

Continuous Improvement • Assessment should not be about the ability to give the right answer. • Rather, we should expect our students to use the knowledge they have acquired to perform meaningful tasks effectively. • When those tasks are clearly defined, a rubric is created to measure effective performance, and a benchmark is identified to aim for, then we get data that leads to meaningful improvement.

Conference Closing Timeline for Closing Leaders sent remindersConference Closing Timeline for Closing Leaders sent reminders
Specifying Closing Process Groups Concept Specifying Closing ProcessSpecifying Closing Process Groups Concept Specifying Closing Process
Opening and Closing the Library Opening Procedures ClosingOpening and Closing the Library Opening Procedures Closing
Closing a Cash Advance Concept Closing a CashClosing a Cash Advance Concept Closing a Cash
Closing the West Conquering Americas Frontier Closing theClosing the West Conquering Americas Frontier Closing the
Closings Closing conversations Closing a conversation poses anClosings Closing conversations Closing a conversation poses an
Data Science Apprenticeship Grade Executive Officer EO ClosingData Science Apprenticeship Grade Executive Officer EO Closing
Data Archive Ingest WG Report for MOIMS ClosingData Archive Ingest WG Report for MOIMS Closing
Closing the Gap Turning Data Into Action GoalsClosing the Gap Turning Data Into Action Goals
Closing the gap between Data Analytics and BusinessClosing the gap between Data Analytics and Business
Data Management Practices for Early Career Scientists ClosingData Management Practices for Early Career Scientists Closing
Closing the Loop Network Control in the DataClosing the Loop Network Control in the Data
Data Capture Master Data Management Data Quality DataData Capture Master Data Management Data Quality Data
Data Capture Data Quality Master Data Management DataData Capture Data Quality Master Data Management Data
Big data small data open data Big dataBig data small data open data Big data
Data Transformation Data cleaning Importing Data Reading dataData Transformation Data cleaning Importing Data Reading data
SUMBER DATA Sumber Data Data Primer Data SekunderSUMBER DATA Sumber Data Data Primer Data Sekunder
DATA 1 DATA 2 DATA 3 DATA 4DATA 1 DATA 2 DATA 3 DATA 4
Data Mining Data DATA Data collection of objectsData Mining Data DATA Data collection of objects
Data Users Data Owners GFBI data compilation DataData Users Data Owners GFBI data compilation Data
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DATA COLLECTION PRIMARY DATA SECONDARY DATA PRIMARY DATADATA COLLECTION PRIMARY DATA SECONDARY DATA PRIMARY DATA
Session 5 Reproduction and Gender Closing the CircleSession 5 Reproduction and Gender Closing the Circle
Closing the Loop on Assessment Improvements that TransformClosing the Loop on Assessment Improvements that Transform
Financial Closing Scenario Overview Click process chevrons forFinancial Closing Scenario Overview Click process chevrons for
Closing remarks Professor Priscilla Harries Head Of DepartmentClosing remarks Professor Priscilla Harries Head Of Department
Closing the Semantic Gaps in Topic Maps andClosing the Semantic Gaps in Topic Maps and
Closing remarks G Ross Models of Neutrino MassClosing remarks G Ross Models of Neutrino Mass
Opening and Closing Files First define a fileOpening and Closing Files First define a file
Closing Care Gaps Across the City of CincinnatiClosing Care Gaps Across the City of Cincinnati
Poetry Question Closing the Gap Objective To evaluatePoetry Question Closing the Gap Objective To evaluate
Waiting for God Closing the Gap day 2Waiting for God Closing the Gap day 2
Closing the Broadband Divide in Massachusetts Sharon EClosing the Broadband Divide in Massachusetts Sharon E
21 st Century Community Learning Centers Program Closing21 st Century Community Learning Centers Program Closing
Session 64 802 16 NRR Committee Closing ReportSession 64 802 16 NRR Committee Closing Report
The Closing Door Lesson starter Countries should beThe Closing Door Lesson starter Countries should be
Theory Interest Group Closing plenary Victoria May 19Theory Interest Group Closing plenary Victoria May 19
Symposium Rapporteur Closing Session Report Wed 7 DecemberSymposium Rapporteur Closing Session Report Wed 7 December
Places collections and services Closing Keynote paper VALAPlaces collections and services Closing Keynote paper VALA
Closing the gigatonne gap Kaisa Kosonen Greenpeace InternationalClosing the gigatonne gap Kaisa Kosonen Greenpeace International