Based on her new book, Real-time Student Assessment: Meeting The Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st Century Needs, Peggy Maki challenges institutions to develop an internally driven, on-the-ground, continuous commitment to assessing enrolled students’ equitable progress toward achieving a high-quality degree. She presents compelling reasons why continuously reporting on and using assessment results to improve enrolled students’ performance is now necessary across our colleges and universities.
Drawing on 21st-century developments in assessment practices, including those now available in assessment management systems, she identifies the commitments, principles and processes that can work together to make this living commitment to enrolled students—the ones who are currently sitting right in front of us or logging on to learn.
In this webinar Peggy will focus on the:
- Framework and set of Five Core Learner-centered Commitments that support real-time student assessment
- Six Principles of Real-time Student Assessment that guide this process
- Use of course-, module- and experience-based assessment results (formative evidence of students’ equitable progress) to improve student achievement nimbly and continuously
- Ways in which developments in assessment management systems increase access to and visually represent on-time assessment results identifying patterns of improved performance and patterns of under-performance that require continued attention.
Depending on participants’ institutional role, this webinar encourages you to:
- Reflect on how you might take steps toward directing your current institution- or program-level assessment efforts toward enrolled students’ equitable progress, beginning at their point of matriculation, transfer, or re-entry;
- Identify successful practices in your current assessment process, such as developing inter-rater reliability, that can be broadened to assess all students’ progress toward achieving high-quality program- and institution-level outcomes;
- Based on possible strategies Peggy identifies for taking real-time assessment to scale, initially consider how you might develop a real-time assessment reporting process that requires nimble use of course-, module-, and experience-based assessment results to improve enrolled students’ persistent or stalled patterns of under-performance.