Dr. Natasha Jankowski is Director of the National Institute for Learning Outcomes Assessment (NILOA) and Research Assistant Professor with the Department of Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign. She is co-author with her NILOA colleagues of the 2015 book, Using Evidence of Student Learning to Improve Higher Education. She holds a Ph.D. in Higher Education from the University of Illinois, an M.A. in Higher Education Administration from Kent State University, and a B.A. in Philosophy from Illinois State University.
This plenary pulls from the work of the National Institute for Learning Outcomes Assessment (NILOA) bringing different perspectives on assessment practice together - measurement, compliance, and student-centered learning. For effective, meaningful, and sustainable assessment that ultimately fosters student learning, we will explore together how the three perspectives of assessment practice are needed elements in a recipe for inclusive assessment focused on meeting the needs of our learners and internal/external audiences.
Peggy L. Maki is a higher education consultant, specializing in assisting undergraduate and graduate colleges and universities, higher education boards, higher education organizations, and disciplinary organizations integrate assessment of student learning into educational practices, processes and structures She serves as Assessment Field Editor at Stylus Publishing, LLC; serves on several editorial advisory boards for assessment publications; served on the national advisory board for AAC&U’s VALUE PROJECT, and serves as an external consultant for nationally awarded grants. For three years, she was sole consultant to the Rhode Island Board of Governors for Higher Education and its public higher education institutions under a multi-year assessment project. From May 2011-May 2013 under a grant from the Davis Education Foundation awarded to the Massachusetts Department of Higher Education, she served as sole consultant to the 28 public colleges and universities in Massachusetts to assist them build their assessment capacity to score students’ authentic work using the VALUE rubrics. Recently, AAC&U has appointed her to its Quality Assurance Group as the organization continues to assist institutions design their general education programs and assess students’ learning. In January 2015, she was appointed by the Lumina Foundation to serve on its national Advisory Board overseeing systemic change in higher education through the use of the Degree Qualifications Profile and Tuning. In August 2016, she was appointed to the National Institute for Learning Outcomes Assessment’s (NILOA) expert advisory panel.
Altogether, Peggy has presented over 550 workshops and keynotes in the US and abroad. At the request of Inside Higher Education, EDUCAUSE, and Project Kaleidoscope, she has presented national webinars on assessment of student learning.
Her handbook on assessment, Assessing for Learning: Building a Sustainable Commitment across the Institution, was published in 2004 by Stylus Publishing, LLC. In 2007 Stylus published her co-edited book, The Assessment of Doctoral Education. In 2010, her second edition of Assessing for Learning, was published by Stylus Publishing, as well as her edited collection of faculty perspectives on and experiences with assessment, Coming to Terms with Assessment. She has written numerous articles on assessment for journals and books. In 2014 AAC&U commissioned her to write one of its Centennial publications that makes the case for using VALUE rubrics for assessing student learning in undergraduate education (published in January, 2015). In February 2017, her new book on assessment, Real-time Student Assessment, will be published by Stylus Publishing, LLC.
She is also the recipient of a national teaching award, The Lindback Award for Distinguished Teaching.
Striking similarities exist between how successful entrants in the Great British Bake Offs and Iron Chef competitions achieve winning culinary results and how institutions and their programs can achieve “winning” assessment results—including often sweating along the way—to improve students’ learning measurably. In both cases individuals’ or groups’ efforts to go well beyond a recipe to contribute to achieving their success. This keynote explores three of those efforts: (1) identifying the attributes of “quality” that, in turn, guides organizing and preparing to achieve those attributes; (2) knowing when and how to use the most effective methods/techniques to achieve quality results; and (3) observing, deciding, and acting as developments along culinary or assessment processes unfold.
Similar to the continuous and nested set of observations and nimble responses that characterize how a master chef achieves or reinvents a high quality dish, this workshop identifies the continuous and nested set of educator observations and nimble responses necessary to achieve a commitment to enrolled students’ equitable progress toward achieving a high-quality degree. Initially making the case for why real-time student assessment is now necessary in higher education, this workshop identifies:
In small and large group discussions participants will explore how they might reinvent or refine their current assessment commitment, drawing on these commitments, principles, processes, technological developments and drawing from several case studies that illustrate various ways in which institutions and programs are developing or have developed a commitment to real-time student assessment (RTSA). Requiring nimble responses, this commitment prioritizes the on-time use of assessment results for currently enrolled students compared with the more common practice of using results to improve future students’ performance.
Gone are standards 7 and 14, the somewhat separate tastes of sweetness (at least to assessment professionals) between dry layers in the old Standards. Both the 2014 Standards of Accreditation and the new process changes expect assessment results and related institutional priorities to be spread across the seven Standards and the 8-year accreditation cycle. How much of each ingredient is enough? How can we tell if our results and subsequent decision-making are fully baked? How would we know if we're laying it on too thick? This keynote will bring the audience up-to-date on the new Standards for Accreditation, process changes, and Middle States' expectations for the use of assessment results in institutional improvement efforts.