The Future Is Now: Assessment in the Age of Technology
When | What | Who | Location | Title |
|---|---|---|---|---|
September 23 10 a.m. | Assessment Basics | |||
September 26 8:30 a.m. | Check-in and coffee | Blackwell Lobby | ||
| 9:00 a.m. | Welcome | Randy Smith Vice Provost for Academic Affairs Ravi V. Bellamkonda Executive Vice President and Provost
| Blackwell Ballroom | |
| 9:20 – 10:15 a.m. | Opening Plenary | Shereen Agrawal Executive Director, Center for Software Innovation Melissa Beers Senior Director, GE Bookends, Office of Undergraduate Education Nicole Kwiek Senior Associate Dean for Academic Affairs and Education Innovation, College of Pharmacy Jennifer Whetstone Coordinator, Committee on Academic Misconduct Norman Jones (moderator) Vice Provost and Dean of Undergraduate Education With support from the Drake Institute for Teaching and Learning | Blackwell Ballroom | Next Steps in AI Fluency and the Opportunities (and Challenges) for Assessment and Student Learning Beginner, intermediate Conversations around AI have been elevated with Provost Ravi. V. Bellamkonda's announcement of Ohio State's AI Fluency initiative. This panel will provide an overview of this vision, focusing on how programs have incorporated AI into their curriculum and assessment, and a discussion on the challenges brought by the use of AI by students in the classroom. |
| 10:15-10:30 a.m. | Break and transition | |||
| 10:30 – 11:20 a.m. | Concurrent sessions 1- | Michele Hansen Associate Vice President for Institutional Research and Planning; Ola Ahlqvist Associate Vice Provost for Academic Enrichment; Katie Smillie Senior Data Analytics Analyst; Kristen Rupert Davis Associate Dean of Students for Leadership & Service | Blackwell Ballroom | HIPs Don’t Lie: A Dashboard Approach to High Impact Practices Beginner, Intermediate, Advanced High-Impact Practices (HIPS) have been widely advocated as an effective strategy for enhancing active learning, student persistence, and engagement. In conjunction with the High Impact Practices Advisory Committee (HIPAC), the Office of Institutional Research & Planning (IRP) has created an interactive dashboard that tracks actual HIP participation rates and outcomes on all campuses over multiple years. This session will demonstrate our HIP Dashboard to allow for a deeper understanding of HIP participation longitudinally, scaffolding HIPs, and the differential impacts on student success across a range of student demographics and subpopulations. |
Chris Manion Writing Across the Curriculum Coordinator Scott Dewitt Professor Department of English Lynn Hall Interim Associate Chair for Academic Administration, Department of Engineering Education Ashleigh Hardin Associate Director of WIL, Department of English Jennifer Herman Assistant Professor, Department of Engineering Education | Pfahl Hall 140 | Where there’s a WIL there’s a way: Finding Consensus in Assessing Writing and Information Literacy Across Departments Beginner, Intermediate, Advanced The Center for the Study and Teaching of Writing will discuss some of the results of departments’ assessment of the Writing and Information Literacy (WIL) GE Foundation, and representatives from the Departments of English and Engineering Education will compare their process for assessing their WIL courses. While the two departments built different kinds of infrastructure for assessing their writing courses, their work reflected common goals for teaching and assessing writing. These goals can inform how departments can balance the local and institutional needs for assessment. | ||
Mary Higginbotham Resource Planning Specialist College of Pharmacy Katherine Kelley Associate Dean for Assessment College of Pharmacy | Pfahl Hall 202 | Round up those data! Leveraging assessment tech to close the loop in student learning evaluation Beginner, Intermediate Are you a faculty or staff member new to assessment and interested in leveraging technology for program-level student learning assessment? Please join the College of Pharmacy’s Office of Assessment for a session on strategically implementing available technology such as CarmenCanvas, Qualtrics, and PowerBI to support a program-level assessment plan. Using our annual data roundup events as a model, we will offer tips for supporting your assessment cycle and creating the conditions for data-informed decision making. | ||
Mitsu Narui Director of Institutional Effectiveness and Assessment, Office of Institutional Research and Planning Melissa Beers Senior Director, GE Bookends, Office of Undergraduate Education | Pfahl Hall 302 | Driving with a GPS: Using data visualization and assessment to improve student learning (subtitle: I collected assessment data, now what?) Intermediate/advanced Assessment is essential for understanding student learning, but it all comes down to what you DO with the data that matters! This session shares how the GE Bookends team and IRP collaborated to create visualizations of assessment data, and how those data drove course revisions that centered student learning. | ||
| 11:20-11:30 a.m. | Break and transition | |||
| 11:30 a.m. –12:20 p.m. | Concurrent sessions 2 –
| Kate Halihan Assistant Dean of Students and Instruction, John Glenn College of Public Affairs Aaron Carpenter Senior Instructional Designer John Glenn College of Public Affairs; Jennifer Herman Assistant Professor, Engineering Education | Blackwell Ballroom | The Future Is Now: Assessment in the Age of Technology Intermediate, Advanced The assessment, reporting, and analysis of student learning outcomes in a course is often seen as an onerous, time-consuming process. Usually, individual or composite grades are too general to qualify as direct assessment of a specific student learning outcome. Learn how using CarmenCanvas can help easily evaluate learning outcomes using a rubric and can report your assessments automatically into Nuventive for quick, easy analysis. With a little work on the planning side, you can spend most of your time considering improvements and implementing meaningful changes that will help your students learn better. |
Lindsay Westraadt Senior Academic Program Services Specialist Department of Astronomy; Jennifer Ottesen Associate Professor Department of Chemistry and Biochemistry
| Pfahl Hall 302 | Assessing the Learning Outcomes of Natural Sciences GE Foundations Courses Beginner This session introduces the proposed assessment rubric for Natural Sciences (NS) foundations courses, which will be used in the upcoming General Education (GE) programmatic review. Participants will gain an understanding of what will be required from them in the review process. The session will also feature case study examples that demonstrate how the rubric can be applied across a wide range of courses within the College of Arts and Sciences. Feedback from the GE NS community will be invited to help refine and strengthen the rubric’s implementation. | ||
Brittney Mize Postdoc Scholar College of Pharmacy Nicholas Denton Senior Lecturer College of Pharmacy | Pfahl Hall 202 | The analysis of reading complexity level of assessment questions and student performance Beginner, Intermediate Pandemic education disruptions impact student success as seen in a 10-percentage point decrease in upper-level pharmaceutical sciences lab exam scores 3 years after the pandemic lockdown and increased portions of students self-reporting exam struggles. To analyze the intertwining facets of learning assessed in exams, researchers will introduce participants to technologies in question tagging and Gunning Fog readability scoring to determine whether student reading anxiety and Bloom’s comprehension level are causal factors for the decrease in exam score proficiency. (Free Text Complexity Analysis Tool Online | Lumos Learning, n.d.). | ||
Anika Anthony Associate Vice Provost and Director of the Drake Institute for Teaching and Learning Larry Hurtubise Instructional Development Specialist, Drake Institute for Teaching and Learning Shari Beck Professional Learning Consultant, Drake Institute for Teaching and Learning
| Pfahl Hall 140 | Next Steps: Strategic Assessment Planning for AI Fluency As AI reshapes disciplinary expectations, how can academic units ensure their assessment plans evolve accordingly? This session will guide participants through facilitated discussions and planning prompts to help them align program-level assessment with anticipated curricular revisions. Participants will identify meaningful, practical ways to gather evidence of student learning and will leave with a set of guiding questions to take back to their units. | ||
| 12:20-12:30 p.m. | Break and Transition | |||
| 12:30 – 1:20 p.m. | Closing Plenary | Randy Smith Vice Provost for Academic Affairs Mitsu Narui Director of Institutional Effectiveness and Assessment, Office of Institutional Research and Planning
| Blackwell Ballroom | HLC reaffirmation of accreditation Beginner, Intermediate Accreditation of colleges and universities through the Higher Learning Commission happens on a 10-year cycle. In the closing plenary, presenters will provide an overview of and update on the upcoming HLC reaccreditation process, including the purpose, timeline, and any expectations for the campus community. |