CBE4CC Conference Presentation Faculty Development Model - Competency-Based Education

1. Creative Assessment Techniques
SUZANNE MARKS
BELLEVUE COLLEGE, BELLEVUE, WASHINGTON
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2. Business Software
Specialist Certificate
Ø 32 credits
Ø 8 courses
Ø 1 Orientation
Ø 5 Office Software
Ø 2 Web/Development
Ø 5 Microsoft Office
certifications
2

3. Typical Course
u Pre-test to assess prior learning
u Practice, practice, practice
u Post-test to 80%+
u Comprehensive assessment
u Certification assessment
u Grades – A, B, F
Competency or No Competency
3

4. Assessments – Map to Course Outcomes
u Added two to three final assessments
u Comprehensive final
(Maps to MyITLab practice)
u MOS Certification (A grade)
u Or Gmetrix exam 80%+ (B grade)
u Included business running case
assessment across all courses
u Front Range Action Sports Company
u PowerPoint – Business Intelligence PPT
u Excel – Marketing Spreadsheets
u Access – Database Reports
u Word – Training Manual
u Outlook – Calendar/Email/Tasks
u Web Classes – Website Development
4

5. Contact Information
Business Technology Systems, Bellevue College
Suzanne Marks, Faculty & Program Chair
suzanne.marks@bellevuecollege.edu
(425) 564-4017
http://www.bellevuecollege.edu/ibit/degrees/certificate/cbo/
5
Suzanne Marks

6. Crea%ve
Assessment
Techniques
Prof.
Susan
Molina
CBE4CC
Broom,
June
5,
2015
Accelerated
Competency-­‐Based
IT
Training
Programs

7. Agenda
• Program
Overview
• IntroducHon
• Mastery
of
IT
• Assessment
Tools
• Admissions
Process
• Focus
on
Competence
• Assessment
Types
• Our
Program
• Evolving
the
Assessment
Model
• EffecHve
CommunicaHons
• Knowing
your
Students
• CreaHng
a
SupporHve
Environment
• QuesHons

8.
Accelerated
IT
Training
Programs
(ATP)
• Competency-­‐based
delivery
model
(flipping
tradiHonal
model)
• Independent
study
for
self-­‐directed
learners
• OpportuniHes
for
acceleraHon
uHlizing
prior
learning
assessment
opHons
Program
Overview

9. Focus
on
Competence
• Adult
learners
have
developed
many
skills
throughout
the
years
• Competency
based
learning
asks
that
the
students
prove
their
skill
level
• Assessing
the
level
of
competency
enables
the
student
to
progress
quickly
through
cerHficaHon
programs
to
return
to
the
workforce

10. Assessments
• Competency
based
learning
changes
the
assessment
landscape
in
several
ways.
We
must:
– Assess
the
student’s
readiness
for
self-­‐directed
study
– Determine
the
level
of
experHse
in
the
selected
class
– Enable
students
to
prove
mastery
of
the
course
material
interacHvely

11. Mastery
of
IT
• DemonstraHng
mastery
of
InformaHon
Technology
skills
goes
beyond
mere
theoreHcal
knowledge
• To
prepare
students
for
the
workforce
they
need
to
perform
• They
must:
– Successfully
navigate
so[ware
– Install
or
connect
computer
parts

12. Assessment
Tools
• The
state
of
the
art
of
technology
is
such
that
– We
are
able
to
use
so[ware
to
create
simulated
laboratories
for
them
to
test
their
skills
– Students
can
manipulate
virtual
objects
within
a
controlled
environment
– Students
can
receive
immediate
feedback
• As
they
would
receive
in
a
real
work
scenario!
• These
tools
are
used
for
self-­‐directed
training
There
are
no
assignments
and
no
due
dates

13. Admissions
Process
• Our
admissions
process
begins
with
an
assessment
• Interview
with
a
RecruiHng
Advisor
to
determine
eligibility
by:
– Discussing
educaHonal
goals
– CompleHng
an
online-­‐learning
readiness
assessment
tool

14. Smarter
Measure
• Measure
non-­‐cogniHve
skills
(moHvaHon,
self
discipline)
• External
life
factors
that
might
affect
independent
learning

15. Assessment
Types
• QuesHons
involving
problem-­‐solving
(e.g.
math,
science,
informaHon
technology,
etc.)
• Computerized
exams
consisHng
of
mulHple-­‐
choice,
matching,
or
other
quesHon
types
(e.g.
MathemaHcs)
• Hands-­‐on
projects
using
so[ware
or
simulaHon
to
demonstrate
skills

16. Our
Program
Course
Challenge
• Must
pass
with
81%
or
higher
Content
OpHon
• Can
access
if
grade
is
below
81%
Course
EvaluaHon
• Must
pass
with
81%
-­‐
Can
receive
experienHal
Credits
• Each
stage
is
available
a[er
release
condiHons
have
been
met

17. Course
Challenge
• First
assessment
to
evaluate
mastery
level
• Student
must
receive
a
grade
of
81%
or
higher
• If
they
do,
they
can
schedule
the
Course
Evalua/on
immediately
(release
condi-on)
• If
they
do
not
pass,
the
professor
provides
detailed
feedback
to
help
the
student
focus
their
studies
in
weak
areas
by
going
through
the
Course
Content
(release
condi-on)
• For
complex
courses,
successful
compleHon
of
more
than
one
Unit
Challenge
might
be
required

18. Desire2Learn

19. Course
EvaluaHon
• The
student
may
schedule
the
Course
Evalua%on
a[er
successfully
compleHng
the
Course
Challenge
or
mastering
the
course
materials
• If
the
course
has
more
than
one
Unit,
a
separate
EvaluaHon
will
be
required
to
show
mastery
of
each
Unit
• 81%
is
the
passing
grade
• Student
may
obtain
experienHal
credits

20. Evolving
the
Assessment
Model
• Using
student
and
professor
feedback
our
assessment
model
has
evolved
to
beeer
evaluate
course
mastery
MulHple
Choice/
Skills
Based
Projects
Blended
Test
Manually
Graded
Projects
Skills
Lab
SimulaHon
Performance
Based

21. Skills
Based
Project

22. Student
Feedback

23. • Currently
under
evaluaHon
–
Must
have
release
condiHons
• The
test
is
divided
into
secHons
or
mulH-­‐part
quesHons
• QuesHons
are
answered
within
a
simulated
laboratory
• Tests
are
100%
performance
based
• Well
suited
for:
– So[ware
skills
proficiency
– Hardware
related
quesHons:
• Students
can
“pick
up”
a
virtual
computer
component
and
“plug
it
in”
– Can
be
used
for
Project
Management

25. Simulated
Lab

26. EffecHve
CommunicaHons
• The
role
of
the
professor
in
this
environment
is
to
provide
support
• A
colloquial
environment
is
key
to
replace
the
lack
of
face-­‐to-­‐face
Hme
• Every
communicaHon
must
be
encouraging
and
sHmulaHng
to
ensure
success
and
student
retenHon

27. Knowing
Your
Students
• Since
there
are
no
visual
queues,
professors
must
master
reading
between
the
lines
• A
carefully
cra[ed
email
usually
indicates
a
student
that
will
do
well
in
the
assessments
• All
capital
leeers,
poorly
phrased
messages
usually
indicate
that
your
student
may
be
frustrated
and
might
be
unable
to
complete
the
course
without
your
guidance
and
support

28. CreaHng
a
SupporHve
Environment
• Your
job
as
a
professor,
rather
than
delivering
a
lecture
becomes
the
role
of
supporter:
– You
may
be
called
upon
to
guide
a
student
through
a
difficult
skill
or
chapter
– Help
them
locate
addiHonal
materials
through
Google,
linda.com,
pages
in
the
textbook,
YouTube,
or
a
video
chat
– Or
simply
provide
advice
to
adult
learners
that
might
be
having
difficulty
balancing
work,
school,
and
home
life

29. QuesHons?
?
?

30. This
workforce
solu%on
was
funded
by
a
$3,200,000
grant
awarded
by
the
U.S.
Department
of
Labor’s
Employment
and
Training
Administra%on.
The
solu%on
was
created
by
the
grantee
and
does
not
necessarily
reflect
the
official
posi%on
of
the
U.S.
Department
of
labor.
The
Department
of
Labor
makes
no
guarantees,
warran%es,
or
assurances
of
any
kind,
express
or
implied,
with
respect
to
such
informa%on,
including
any
informa%on
on
linked
sites
and
including,
but
not
limited
to,
accuracy
of
the
informa%on
or
its
completeness,
%meliness,
usefulness,
adequacy,
con%nued
availability,
or
ownership