From: Gkerstie <[log in to unmask]> Return-path: <[log in to unmask]> To: [log in to unmask] Cc: [log in to unmask] Subject: WINTERINSTITUTE3 Date: Wed, 7 Jan 1998 20:51:59 EST Organization: AOL (http://www.aol.com) Content-type: text/plain; charset=US-ASCII Content-transfer-encoding: 7bit Winter Institute, January 6, 1998, Summary of Session 19th Annual Institute Wednesday, January 7 WEATHER REPORT: SIXTY-SEVEN PLEASANT DEGREES IN SCOTTSDALE (That's in the shade. The wind-chill factor in the sun is 80 degrees.) Presenters: Rodger Slater, Co-chair of Assessment Council, Maricopa Community College District, & Bill Mathis, Director, LAC, South Mountain Community College "Institutional Assessment Issues" Rodger explained that his presentation would center on student assessment issues that obtain not only on single campuses but also those that surface in a multi-campus district (the Maricopa District is composed of 11 colleges whose student population is the 2nd largest in the country). Narrowing the scope of his delivery, he noted that too often assessment is confused and equated with testing, which is only one factor in many that involve assessment. Nevertheless, since the reality is that basic skills testing (reading, writing, and math) is the engine that drives instruction as well as student placement and advancement, it is a factor that needs to be addressed, especially in his district which administers entrance exams to 43,000 students each year. Issues discussed at length and with a sufficiency of examples follow: Mandatory placement vs discretionary placement: research indicates that, on 7 success factors, students on campuses employing dis- cretionary placement are more successful (Exxon Study) Cut-scores placing students in English, reading, and math courses Uniformity of testing procedures on all campuses, district-wide The efficacy of computer-adaptive basic skills testing The area or facility in which testing occurs The abuses and backwash effects of time-critical testing Assessment situations and methods for distance learners Ability to Benefit problems and issues Use of multiple measures in the assessment/testing matrix Centering campus-wide testing in the LAC Opportunities for immediate re-testing on-demand or upon counselor's/ instructor's recommendation Methods and style of test administration, explanation of scores, and rationale for placement The tenure of scores as placement factors (after a student earns a score and placement level on a test, how long will it be considered valid?) In sum, these issues were discussed as political, emotionally charged, instructional issues that occasion professionals becoming familiar with another's esophaguses in their hands. Ways of resolving some of them were elaborated. Bill Mathis's presentation centered on problems that we typically fail to to face objectively as we encounter them. The misuse of assessment (for instance, using testing chiefly or entirely as a sorting device for administrative convenience) Failure to use a combination formal and informal assessment strategies Failure to identify weak links in the assessment process (for instance, failure to share assessment information or to make appropriate referrals) Faculty misunderstanding of the meaning of scores and their possible application The need for faculty and staff to take all placement tests under the same conditions as those provided for ("inflicted upon"?) students Failure to appropriate sufficient budget and other infrastructure for assessment Responders: Frank Christ underscored the critical tone of the presentations stating that we should reaffirm our position that all assessment services should be focused on the use of assessment to serve students. Gwyn Enright noted that we need to assess holistically, not merely with attention limited to cut-off scores, percentiles, and grade-level equivalancies. Meeting was adjourned at noon so that participants could take advantage of the Institute break traditionally enjoyed at a half-way point during Institute proceedings. Besides visiting some local campus facilities, members are said to be journeying to Sedona, the Arizona Museum, Frank Lloyd Wright's Taliesen West facility, Florence, Arizona, and one energetic member plans to ascend Squaw Peak. Talk with you later, Gene Kerstiens <[log in to unmask]> <[log in to unmask]>