D2L CBE Summit - Notes

https://www.d2l.com/events/cbe-summit-capture-recordings/

The summit includes six separate session videos.

Assessment in CBE (this was NOT a particularly valuable presentation)

Michael Moore, Senior Advisory Consultant, D2L

Instructor role -

• ID when student is READY to be assessed
• Provide supplemental and remedial content when needed
• Provide timely and contextual feedback

PRIOR LEARNING ASSESSMENT!

(this is a US DoEd resource)

Authentic assessment -

• Clear relevance to stakeholders
• Transparency for students
• Greater validity & reliability (for workforce purposes)
• BUT - challenging and time consuming to create and assess

CBE provides multiple pathways to success.

"Assessment becomes viewed as a 'positive'". "I know this and I'm going to show you that I know it."

Assessment Process

• Assessment strategy that supports mission & vision of program
• Assessment plan - guides selection of student-focused assessment activities centered on learning outcomes
• Security is an important element

Instructional Design

Ryan Anderson, Director of Instructional Design and Development, UW Flex

3 levels of competencies:

• Program Level Competencies:

1. 1. Comprehensive overview of all knowledge, skills, & behaviors to be mastered upon completing program
   2. UNLIKELY TO CHANGE OVER TIME
   3. Develop these FIRST

• Assessment Level Competencies
  1. Define specific skills, behaviors, and knowledge to be mastered
  2. Linked to specific assessments
  3. Can appear on a transcript
  4. No grades - assessment of mastery
  5. May have SEVERAL assessments in a single competency

Single action verb eases assessment. Context emphasizes that the goal is to apply competency OUTSIDE of classroom context.

The two levels above (Program & Assessment) are identified/defined by: Faculty -> Institution -> Professional Orgs -> Industry

• Outcomes
  1. Further refine what students need to master
  2. Help students to have a focus when studying or working with resources

Assessments

• Are authentic measures of mastery
• Help STUDENTS to know what they have (not) mastered
• Are NOT measures of proficiency for a given class nor are the dependent on one set of materials (like a specific textbook)
• RUBRICS FOR DEFINITION OF MASTERY - (references Valdosta's model here)
  
  • Excellent
  • Proficient
  • Needs Improvement

Wisc uses open resources as much as possible. Tell students (1) here's the resource, (2) here's how it will help you, & (3) here's how long you will have to engage with it (VERY useful for working adult students). (use spikes right before midnight)

Provide LOTS of opportunities for practice before undertaking assessment.

Provide an opportunity for students to test drive a small CBE module so that they know what they're getting into.

Provide Success Coaches in the model of WGU.