notice this presentation and its contents are the jointly held property of the three coauthors and...
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NOTICE
This presentation and its contents are the jointly held property of the three coauthors and The Board of Regents of The University of Texas System.
Please do not cite any of the materials presented herein without appropriately referencing the work per the information on the next slide.
My colleagues and I welcome your feedback; send your e-mail to [email protected].
If you plan to use any part of this presentation, please let us know. Thank you.
-David Silva, Araya Maurice, David Purkiss
To move through the presentation, press the “enter” key.
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The Development and Use of UT Arlington’s Active Learning Assessment
Tool (ALAT)
Araya Maurice*, David Purkiss*, and David J. Silva^*Office of Institutional Research, Planning and Effectiveness / ^Office of
the Provost
Southern Association of Institutional Research Annual Conference
October, 20th 2008
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Active Learning at UT Arlington
…puts the student at the center of the learning process, making him/her a partner in discovery, not a passive receiver of information.
…requires students to interact with and integrate course material by reading, writing, discussing, problem-solving, investigating, reflecting, and engaging in such higher order thinking tasks ...
…draws upon such teaching strategies as question-and-answer sessions, short in-class writing exercises, student research, internships and community service, team learning, and problem-based learning. 3
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What is the ALAT?
“Active Learning Assessment Tool”
Closely modeled after the Active Learning Inventory Tool (ALIT) developed at Northeastern University (School of Pharmacy)
“[A]n ‘inventory tool’ to characterize the use of Active Learning techniques by faculty” in Pharmacy classes (Devlin et al.)
Tremendous thanks to colleagues at Northeastern University, including Dr. Richard Porter
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Comparing ALIT and ALAT
NortheasternALIT
UT ArlingtonALAT
Impetus Accreditation Council for Pharmacy Education (ACPE) and American Association of Colleges of Pharmacy (AACP)
Quality Enhancement Plan (QEP) as formulated for reaffirmation by the Southern Association of Colleges and Schools (SACS)
Scope School of Pharmacy(with plans to generalize)
University-wide
Personnel
Multiple trained faculty observers
Single trained student or staff observer with periodic second observer (staff) to verify / calibrate
Coding Scheme
22 activity types3 levels of complexity
17 activity types5 levels of complexity6 interactive domains
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Active Learning Inventory ToolNortheastern University
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“Active Learning: Pathways to Higher Order Thinking at UT Arlington”
12 faculty-designed / committee-selected pilot projectsTime Frame = 3 years (2007-’08, ‘08-’09, ‘09-’10)Differing Course Formats
Large lecture class Capstone Seminar
Multiple Disciplines Architecture, Business, Education, Engineering (3), History, Honors,
Library / English, Mathematics, Nursing, Political ScienceVarying Interventions
Personal Response Systems (“clickers”) Blogging / On-Line Community-Building Fieldwork On-line Problem Solving (with immediate feedback) Design & Production Projects
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QEP Measurements
Student LevelAcademic BackgroundDemographic InformationSelf-Reported Engagement + AttendancePerformance
Critical Thinking Test (CTT) Evaluations from a Criterion-Based Course Rubric
Course LevelAggregated student-level dataCourse Descriptives including indications of “control” vs.
“active learning”IDEAFocus Group TranscriptsActive Learning Assessments (ALAT) 8
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UT Arlington ALAT: First Iteration
1. Student offers unsolicited comment.2. Student responds to question.3. Student asks question.4. …5. …6. …7. …8. … . .22. …23. Students teach each other in small groups.24. Students draw diagrams which interrelate various concepts.25. Student exercise in problem solving…26. Student problem solve in small groups. 9
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UT Arlington ALAT: First Iteration
SPEAKWRITESOLVE PROBLEMORGANIZEPLAY“CLICKER”QUIZPRESENTATION
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UT Arlington ALAT: Second Iteration
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The Deming Cycle
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The Assessment Cycle
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UT Arlington ALAT: Third Iteration
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UT Arlington ALAT: Current Version (2008-09)
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ALAT Coding, Complexity Level and Duration Categories
Activity (ALAT Code) Complexity Level
No Active Learning Activities 0
Active Learning Activities: 1, 5, 12 1
Active Learning Activities: 4, 8, 11, 13, 15, 17 2
Active Learning Activities: 2, 6, 9 3
Active Learning Activities: 3, 7, 10, 14, 16 4
Duration Category
Active Learning Activity Lasted Less Than 1 Minute
1
Active Learning Activity Lasted Between 1 and 5 Minutes
2
Active Learning Activity Lasted More Than 5 Minutes
3
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Data Entry: Active Learning Info System
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ALAT Reliability Issues
Inter-rater: Performed for the first two semesters of useAssessment Specialists performed concurrent ALAT
observations and then compared results between raters
ALAT Comparisons (visual): Good match on codes; some variation on number of occurrences
Intra-rater: Beginning the third semester of useShifted focus to ongoing training and norming of
ALAT observers to promote rater consistency
…Mathematical Model? 18
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Data: Active Learning Indices for 2007-08
Stratum Course Active Control
Introductory Engineering (Mixed) 0.84 0.72
History 0.68 0.61
Electrical Engineering 0.12 0.10
Political Science 0.18 0.33
Seminar Honors (Sophomore) 2.16 (F07), 1.09 (S08)
Honors (Senior) 1.42 (F07), 0.90 (S08)
Capstone Mathematics 0.45 (F07)
Nursing 1.57 (F07), 1.83 (S08)
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Utility
Measurement of Classroom Activity for IR purposes
Providing instructional faculty with feedbackComparing perception with reality
Realigning as appropriate
Creating an inventory of praxis for chairs and deans
Providing information to central administration onRange of teaching praxis campus-wide
Generalizations as stratified by college, course level, course format
Directions for future professional development needs(specific to teaching)
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Caveats
Measures only what happens in the classroom
Makes no direct claims regarding learning per se
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Questions / Comments
Araya Maurice, Ph.D.Assistant Director for Assessment of Student [email protected]
David Purkiss, M.A.Undergraduate Research and Assessment [email protected]
David J. Silva, Ph.D.Vice Provost for Academic [email protected]
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