Degree Qualifications Profile. Origins of the DQP

Июль 27, 2022

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Degree Qualifications Profile. Origins of the DQP

Содержание

2. Overview Origins of the DQP – Peter Ewell CIC DQP project – Terry Grimes AAC&U DQP
3. NILOA NILOA’s mission is to discover and disseminate effective use of assessment data to strengthen undergraduate
4. To increase the proportion of Americans with high-quality degrees and credentials to 60 percent by 2025.
5. Background Qualifications Frameworks in Many Other Countries Bologna Process Common Outcomes Benchmarks (e.g. “Dublin Descriptors”) AAC&U
6. Lumina Degree Qualifications Profile Three Degree Levels: Associate, Bachelor’s, and Master’s Five Learning Areas: Specialized Knowledge,
7. Degree Qualifications Profile Associate Bachelor Master’s Civic Learning Intellectual Skills Applied Learning Specialized Knowledge Broad, Integrative
8. Lumina Degree Qualifications Profile Three Degree Levels: Associate, Bachelor’s, and Master’s Five Learning Areas: Specialized Knowledge,
9. How the Panel Approached Its Work Wide Literature Review (Other National QFs and Outcomes Adopted by
10. An Example: Communication Skills Associate Level: The student presents substantially error-free prose in both argumentative and
11. An Example: Engaging Diverse Perspectives Associate Level: Describes how different cultural perspectives would affect his or
12. What Happens Next? Growing Number of Lumina-Funded Follow-On Projects Designed to “Test Drive” the DQP (HLC,
13. Lumina-Funded Projects Regional Accreditors ACCJC (15) HLC (23) SACS (22) WASC (28) Organizations AASCU (6 in
14. What Happens Next? Growing Number of Lumina-Funded Follow-On Projects Designed to “Test Drive” the DQP (HLC,
15. CIC DQP CONSORTIUM 25 institutions from CIC with teams of 3 Purpose: enhance student learning Initiatives
21. SOME DISCOVERIES: STUDENT LEARNING OUTCOMES Not clear Not assessed No consensus on interpretation CURRICULUM MAPPING No
22. SOME METHODS USED IN PROJECTS Crosswalking with NSSE, CLA, etc. Mapping DQP to General Education, etc.
23. Quality Collaboratives Terrel L. Rhodes Association of American Colleges and Universities Assessment Institute October 2012
24. Why Did AAC&U Join the DQP Effort?
25. Focus on Student Performance Research Projects Papers Performances Creative Works
26. Quality Collaboratives National Advisory Panel Nine states California State University System Oregon Utah North Dakota Wisconsin
27. State QC Partners CSU-Northridge and Pierce CC: University of Utah and Salt Lake CC U of
28. Faculty Collaboration
29. The DQP Asks Us to Shift... from My Work to OUR Work
30. Assessment Practices That Verify Achievement
31. Valid Assessment of Learning in Undergraduate Education (VALUE) Rubrics Inquiry and analysis Critical thinking Creative thinking
32. Ivy Tech Central Indiana and IUPUI Quality Collaboratives Partnership
33. Recent Legislation in Indiana Caps of 120 credits per baccalaureate degree; 60 credits per associate degree
34. Indiana QC Focus How can we ensure that students transferring from Ivy Tech Central Indiana to
35. Our Approach Gather instructors from both institutions for professional development workshops – either in-person or through
36. Dynamic Criteria Mapping (DCM) Process used to foster ‘organic assessment’ among faculty Creates normative criteria by
37. Challenges Faculty teaching a single course/courses have difficulty shifting from ‘what I do’ to ‘what we
38. Next Steps Develop a transfer student portfolio that can store direct evidence of student learning/mastery of
39. NILOA’s role with the DQP NILOA is “harvesting” (collecting, analyzing, summarizing, synthesizing) what can be learned
40. NILOA and the DQP Document what is being done, by whom, and distill lessons learned in
41. What We’re Learning Across Projects DQP is a conversation starter: offers a common vocabulary for talking
42. Faculty must drive assessment Identify which competencies described in the DQP they address in their courses/
43. Faculty must drive assessment Validate competence through assignments: lab specifications test questions performance protocols exhibit instructions
44. www.learningoutcomeassessment.org
45. NILOA Website Includes: New to the DQP? Orientation or starting point to learn more DQP In
46. DQP Resource Kit: Applied and Integrative Learning Assessment Change Management Competency-based Education Course-embedded assignments Curriculum Mapping
48. Скачать презентацию

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Overview
Origins of the DQP – Peter Ewell
CIC DQP project –

Terry Grimes
AAC&U DQP Quality Collaboratives – Terry Rhodes
Ivy Tech-IUPUI Collaborative – Kathy Johnson
NILOA and the DQP

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NILOA
NILOA’s mission is to discover and disseminate effective use

of assessment data to strengthen undergraduate education and support institutions in their assessment efforts.
● Surveys ● Web Scans ● Case Studies ● Focus Groups ● Occasional Papers ● Website ● Resources ● Newsletter ● Listserv ● Presentations ● Transparency Framework ● Featured Websites ● Accreditation Resources ● Assessment Event Calendar ● Assessment News ● Measuring Quality Inventory ● Policy Analysis ● Environmental Scan
● Degree Qualifications Profile
www.learningoutcomesassessment.org

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To increase the proportion of Americans with high-quality degrees and credentials

to 60 percent by 2025.

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Background
Qualifications Frameworks in Many Other Countries
Bologna Process Common Outcomes Benchmarks (e.g.

“Dublin Descriptors”)
AAC&U LEAP Outcomes Statements and Rubrics
State-Level Outcomes Frameworks in U.S. (e.g. UT, WI, CSU, ND, VA)
Some Alignment of Cross-Cutting Abilities Statements Among Institutional Accreditors

Слайд 6

Lumina Degree Qualifications Profile
Three Degree Levels: Associate, Bachelor’s, and Master’s
Five Learning

Areas: Specialized Knowledge, Broad/Integrative Knowledge, Intellectual Skills, Applied Learning, and Civic Learning

Слайд 7

Degree Qualifications Profile
Associate
Bachelor
Master’s
Civic Learning
Intellectual
Skills
Applied Learning
Specialized Knowledge
Broad, Integrative Knowledge

Слайд 8

Lumina Degree Qualifications Profile
Three Degree Levels: Associate, Bachelor’s, and Master’s
Five Learning

Areas: Specialized Knowledge, Broad/Integrative Knowledge, Intellectual Skills, Applied Learning, and Civic Learning
Framed as Successively Inclusive Hierarchies of “Action Verbs” to Describe Outcomes at Each Degree Level
Intended as a “Beta” Version, for Testing, Experimentation, and Further Development Beginning this Year

Слайд 9

How the Panel Approached Its Work
Wide Literature Review (Other National QFs

and Outcomes Adopted by U.S. Colleges and Universities)
Emphasis on Application and Integration (as Distinctively “American” Undergraduate Attributes)
But Confined to Things that Institutions Actively Teach (Therefore Few Values or Attitudes Included)
Emphasized Civic Learning as an Area Particularly Important for a Functioning Democracy

Слайд 10

An Example: Communication Skills
Associate Level: The student presents substantially error-free prose

in both argumentative and narrative forms to general and specialized audiences
Bachelor’s Level: The student constructs sustained, coherent arguments and/or narratives and/or explications of technical issues and processes, in two media, to general and specialized audiences
Master’s Level: The student creates sustained, coherent arguments or explanations and reflections on his or her work or that of collaborators (if applicable) in two or more media or languages, to both general and specialized audiences

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An Example: Engaging Diverse Perspectives
Associate Level: Describes how different cultural perspectives

would affect his or her interpretations of prominent problems in politics, society, the arts, and/or global relations
Bachelor’s Level: Constructs a cultural, political, or technological alternative vision of either the natural or human world, embodied in a written project, laboratory report, exhibit, performance, or community service design; defines the distinct patterns in this alternative vision; and explains how they differ from current realities
Master’s Level: Addresses a core issue in his/her field of study from the perspective of either a different point in time, or a different culture, political order, or technological context, and explains how the alternative perspective contributes to results that depart from current norms, dominant cultural assumptions, or technologies—all demonstrated through a project, paper, or performance

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What Happens Next?
Growing Number of Lumina-Funded Follow-On Projects Designed to “Test

Drive” the DQP (HLC, WASC, SACS, CIC, AASCU, AAC&U, Community Colleges) Involving More than 120 Institutions
Integral to teaching and learning, not an add-on “exo-skeleton”

Слайд 13

Lumina-Funded Projects
Regional Accreditors
ACCJC (15)
HLC (23)
SACS (22)
WASC (28)
Organizations
AASCU (6 in 3 state

systems)
AAC&U (21)
CIC (25)
States
Oregon (24)

http://www.learningoutcomesassessment.org/DQPNew.html#Funded

Слайд 14

What Happens Next?
Growing Number of Lumina-Funded Follow-On Projects Designed to “Test

Drive” the DQP (HLC, WASC, SACS, CIC, AASCU, AAC&U, Community Colleges) Involving More than 120 Institutions
Integral to teaching and learning, not an add-on “exo-skeleton”
NILOA Role to “Harvest” the Lessons Learned in these Projects [as well as others using the DQP outside the Lumina project universe]
Results of Projects (and other efforts) Will be Used to Refine the DQP Further in 2014.

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CIC DQP CONSORTIUM
25 institutions from CIC with teams of 3
Purpose:

enhance student learning
Initiatives already in place or planned
Areas of learning challenging to assess

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SOME DISCOVERIES:
STUDENT LEARNING OUTCOMES
Not clear
Not assessed
No consensus on interpretation
CURRICULUM MAPPING

No systematic plan for ratcheting
FEAR OF DATA INUNDATION
SCOPE OF DQP A CHALLENGE

Слайд 22

SOME METHODS USED IN PROJECTS
Crosswalking with NSSE, CLA, etc.
Mapping DQP

to General Education, etc.
Home grown surveys on student perception
Student and faculty focus groups on learning outcomes
Rubric workshops to create and test rubrics based on DQP areas of learning.
Workshops on creating and assessing course embedded signature assignments
Extensive data audits to find what already existed.
Create opportunities for peer feedback on assessments.

Слайд 23

Quality Collaboratives
Terrel L. Rhodes
Association of American Colleges and Universities
Assessment Institute
October 2012

Слайд 24

Why Did AAC&U Join
the DQP Effort?

Слайд 25

Focus on Student Performance
Research Projects
Papers
Performances
Creative Works

Слайд 26

Quality Collaboratives
National Advisory Panel
Nine states
California State University System
Oregon
Utah
North Dakota
Wisconsin
Indiana
Kentucky
Virginia
Massachusetts –

university systems and state higher education commission offices
Twenty campus QC’s – 2 and 4 year transfer partners
Connections – OR – community college lead project with OUS; ND – HLC and NDSU; AASCU – 3 states – NY, GA, TX – civic engagement

Слайд 27

State QC Partners
CSU-Northridge and Pierce CC:
University of Utah and Salt

Lake CC
U of Wisconsin – Oshkosh and UW – Fox Valley;
UW – Parkside and UW – Waukesha
IUPUI and Ivy Tech CC
U of Louisville and Elizabethtown Community and Technical College
James Madison University and Blue Ridge CC;
Virginia Commonwealth University and J. Sargent Reynolds CC
U Mass – Lowell and Middlesex CC;
Fitchburg State U and Mount Wachusett CC

Слайд 28

Faculty Collaboration

Слайд 29

The DQP Asks Us to Shift...
from My Work
to OUR Work

Слайд 30

Assessment Practices
That Verify
Achievement

Слайд 31

Valid Assessment of Learning in Undergraduate Education (VALUE) Rubrics
Inquiry and analysis

Critical thinking
Creative thinking
Written communication
Oral communication
Reading
Quantitative literacy
Information literacy
Teamwork
Problem solving
Civic knowledge and engagement
Intercultural knowledge and competence
Ethical reasoning and action
Foundations and skills for lifelong learning
Integrative learning

Слайд 32

Ivy Tech Central Indiana and IUPUI
Quality Collaboratives Partnership

Слайд 33

Recent Legislation in Indiana
Caps of 120 credits per baccalaureate degree; 60

credits per associate degree
Creation of a 30-hour transferable general education core based on 6 competency domains
Written communication
Scientific thinking
Speaking and listening
Quantitative reasoning
‘Ways of Knowing’
Arts and Humanities
Social and Behavioral Sciences

Слайд 34

Indiana QC Focus
How can we ensure that students transferring from

Ivy Tech Central Indiana to IUPUI continue to succeed?
Can we use the DQP to guide discussions of curricular alignment connected to the Statewide Transferable Core?
Can we use DQP associate-level competencies to develop shared assessment rubrics in Writing and in Engineering?

Слайд 35

Our Approach
Gather instructors from both institutions for professional development workshops

– either in-person or through videoconferencing
Limiting focus to Writing (including Composition and Technical Communication) and Pre-Engineering/Engineering makes project more manageable
Project also serves as vehicle for keeping faculty connected to state-wide work on general education

Слайд 36

Dynamic Criteria Mapping (DCM)
Process used to foster ‘organic assessment’ among

faculty
Creates normative criteria by building them inductively and collaboratively from review of student artifacts
Following review of artifacts, faculty nominate characteristics that they value in student work
Values can then be mapped back to DQP to create common assessment rubrics
Writing Faculty – day-long workshop in July ’12
Engineering Faculty – will repeat process (using pre-engineering project artifacts) this spring

Слайд 37

Challenges
Faculty teaching a single course/courses have difficulty shifting from

‘what I do’ to ‘what we do’ – particularly part-time faculty
Different levels of support for professional development and different teaching loads at 2-year and 4-year institutions
While some ‘faculty champions’ have emerged, some are deeply concerned about resources that transfer portfolios will demand

Слайд 38

Next Steps
Develop a transfer student portfolio that can store direct

evidence of student learning/mastery of associate-level competencies
Continue faculty development efforts, particularly in support of creation of General Education Core at IUPUI

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NILOA’s role with the DQP
NILOA is “harvesting” (collecting, analyzing, summarizing, synthesizing)

what can be learned from all of the funded and unfunded work currently going on with the DQP

Слайд 40

NILOA and the DQP
Document what is being done, by whom, and

distill lessons learned in current DQP projects at the campus/system level—tracking current and relevant future work;

Tell us via the DQP Institutional Activity Report: https://illinois.edu/fb/sec/704337

Share your DQP story? What are you doing? Who is involved? What are you learning? What assistance do you need?

Слайд 41

What We’re Learning Across Projects
DQP is a conversation starter: offers

a common vocabulary for talking about outcomes
Curricular mapping: Where are students mastering these competencies? Where are the gaps?
Certify transfers, align and “streamline” systems
Faculty engagement and ownership are essential, which take time
Doing assessment right is a continuing, perennial challenge.

Слайд 42

Faculty must drive assessment
Identify which competencies described in the DQP they

address in their courses/ labs/studios
Identify which competencies are major objectives (probably only a few)
Map those competencies to the existing relevant assignments
Tweak existing or create new assignments/ student work to elicit the appropriate student behavior

Слайд 43

Faculty must drive assessment
Validate competence through assignments:
lab specifications
test questions
performance protocols
exhibit instructions
field

work questions
paper topics with rubrics

Слайд 44

www.learningoutcomeassessment.org

Слайд 45

NILOA Website Includes:
New to the DQP?
Orientation or starting point to learn

more
DQP In Practice
Institutions working with the DQP are featured, outlining successes and challenges
DQP Community Forum
Open to the public, the Community Forum is a message board to facilitate discussion of the DQP, to share ideas & troubleshoot challenges
DQP Calendar
Calendar outlines conferences and other venues where DQP-related sessions will occur
DQP Resource Kit
Information and tools - literature and responses to frequently asked questions regarding the DQP

Слайд 46

DQP Resource Kit:
Applied and Integrative Learning
Assessment
Change Management
Competency-based Education
Course-embedded assignments
Curriculum Mapping
Data

Audit
Faculty Engagement
Prior Learning
Rubrics
Signature Assignments
Student Affairs & Co-Curriculum
Transfer/Articulation
Tuning

Degree Qualifications Profile. Origins of the DQP

Содержание

OverviewOrigins of the DQP – Peter EwellCIC DQP project –

NILOA NILOA’s mission is to discover and disseminate effective use

To increase the proportion of Americans with high-quality degrees and credentials

BackgroundQualifications Frameworks in Many Other CountriesBologna Process Common Outcomes Benchmarks (e.g.

Lumina Degree Qualifications ProfileThree Degree Levels: Associate, Bachelor’s, and Master’sFive Learning

Degree Qualifications ProfileAssociateBachelorMaster’sCivic LearningIntellectualSkillsApplied LearningSpecialized KnowledgeBroad, Integrative Knowledge

Lumina Degree Qualifications ProfileThree Degree Levels: Associate, Bachelor’s, and Master’sFive Learning

How the Panel Approached Its WorkWide Literature Review (Other National QFs

An Example: Communication SkillsAssociate Level: The student presents substantially error-free prose

An Example: Engaging Diverse PerspectivesAssociate Level: Describes how different cultural perspectives

What Happens Next?Growing Number of Lumina-Funded Follow-On Projects Designed to “Test

Lumina-Funded ProjectsRegional AccreditorsACCJC (15)HLC (23)SACS (22)WASC (28)OrganizationsAASCU (6 in 3 state

What Happens Next?Growing Number of Lumina-Funded Follow-On Projects Designed to “Test

CIC DQP CONSORTIUM25 institutions from CIC with teams of 3Purpose:

SOME DISCOVERIES: STUDENT LEARNING OUTCOMES Not clear Not assessed No consensus on interpretationCURRICULUM MAPPING

SOME METHODS USED IN PROJECTSCrosswalking with NSSE, CLA, etc.Mapping DQP

Quality CollaborativesTerrel L. RhodesAssociation of American Colleges and UniversitiesAssessment InstituteOctober 2012

Why Did AAC&U Join the DQP Effort?

Focus on Student PerformanceResearch ProjectsPapers PerformancesCreative Works

Quality CollaborativesNational Advisory PanelNine states California State University SystemOregonUtahNorth DakotaWisconsinIndianaKentuckyVirginiaMassachusetts –

State QC PartnersCSU-Northridge and Pierce CC: University of Utah and Salt

Faculty Collaboration

The DQP Asks Us to Shift...from My Work to OUR Work

Assessment Practices That Verify Achievement

Valid Assessment of Learning in Undergraduate Education (VALUE) RubricsInquiry and analysis

Ivy Tech Central Indiana and IUPUI Quality Collaboratives Partnership

Recent Legislation in IndianaCaps of 120 credits per baccalaureate degree; 60

Indiana QC FocusHow can we ensure that students transferring from

Our ApproachGather instructors from both institutions for professional development workshops

Dynamic Criteria Mapping (DCM)Process used to foster ‘organic assessment’ among

Challenges Faculty teaching a single course/courses have difficulty shifting from

Next StepsDevelop a transfer student portfolio that can store direct

NILOA’s role with the DQPNILOA is “harvesting” (collecting, analyzing, summarizing, synthesizing)

NILOA and the DQPDocument what is being done, by whom, and

What We’re Learning Across Projects DQP is a conversation starter: offers

Faculty must drive assessmentIdentify which competencies described in the DQP they

Faculty must drive assessmentValidate competence through assignments:lab specificationstest questionsperformance protocolsexhibit instructionsfield

www.learningoutcomeassessment.org

NILOA Website Includes:New to the DQP?Orientation or starting point to learn

DQP Resource Kit: Applied and Integrative LearningAssessmentChange ManagementCompetency-based EducationCourse-embedded assignmentsCurriculum MappingData

Похожие презентации

Overview
Origins of the DQP – Peter Ewell
CIC DQP project –

NILOA
NILOA’s mission is to discover and disseminate effective use

Background
Qualifications Frameworks in Many Other Countries
Bologna Process Common Outcomes Benchmarks (e.g.

Lumina Degree Qualifications Profile
Three Degree Levels: Associate, Bachelor’s, and Master’s
Five Learning

Degree Qualifications Profile
Associate
Bachelor
Master’s
Civic Learning
Intellectual
Skills
Applied Learning
Specialized Knowledge
Broad, Integrative Knowledge

Lumina Degree Qualifications Profile
Three Degree Levels: Associate, Bachelor’s, and Master’s
Five Learning

How the Panel Approached Its Work
Wide Literature Review (Other National QFs

An Example: Communication Skills
Associate Level: The student presents substantially error-free prose

An Example: Engaging Diverse Perspectives
Associate Level: Describes how different cultural perspectives

What Happens Next?
Growing Number of Lumina-Funded Follow-On Projects Designed to “Test

Lumina-Funded Projects
Regional Accreditors
ACCJC (15)
HLC (23)
SACS (22)
WASC (28)
Organizations
AASCU (6 in 3 state

What Happens Next?
Growing Number of Lumina-Funded Follow-On Projects Designed to “Test

CIC DQP CONSORTIUM
25 institutions from CIC with teams of 3
Purpose:

SOME DISCOVERIES:
STUDENT LEARNING OUTCOMES
Not clear
Not assessed
No consensus on interpretation
CURRICULUM MAPPING

SOME METHODS USED IN PROJECTS
Crosswalking with NSSE, CLA, etc.
Mapping DQP

Quality Collaboratives
Terrel L. Rhodes
Association of American Colleges and Universities
Assessment Institute
October 2012

Why Did AAC&U Join
the DQP Effort?

Focus on Student Performance
Research Projects
Papers
Performances
Creative Works

Quality Collaboratives
National Advisory Panel
Nine states
California State University System
Oregon
Utah
North Dakota
Wisconsin
Indiana
Kentucky
Virginia
Massachusetts –

State QC Partners
CSU-Northridge and Pierce CC:
University of Utah and Salt

The DQP Asks Us to Shift...
from My Work
to OUR Work

Assessment Practices
That Verify
Achievement

Valid Assessment of Learning in Undergraduate Education (VALUE) Rubrics
Inquiry and analysis

Ivy Tech Central Indiana and IUPUI
Quality Collaboratives Partnership

Recent Legislation in Indiana
Caps of 120 credits per baccalaureate degree; 60

Indiana QC Focus
How can we ensure that students transferring from

Our Approach
Gather instructors from both institutions for professional development workshops

Dynamic Criteria Mapping (DCM)
Process used to foster ‘organic assessment’ among

Challenges
Faculty teaching a single course/courses have difficulty shifting from

Next Steps
Develop a transfer student portfolio that can store direct

NILOA’s role with the DQP
NILOA is “harvesting” (collecting, analyzing, summarizing, synthesizing)

NILOA and the DQP
Document what is being done, by whom, and

What We’re Learning Across Projects
DQP is a conversation starter: offers

Faculty must drive assessment
Identify which competencies described in the DQP they

Faculty must drive assessment
Validate competence through assignments:
lab specifications
test questions
performance protocols
exhibit instructions
field

NILOA Website Includes:
New to the DQP?
Orientation or starting point to learn

DQP Resource Kit:
Applied and Integrative Learning
Assessment
Change Management
Competency-based Education
Course-embedded assignments
Curriculum Mapping
Data