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After Accuplacer and unrelated standardized measures left faculty feeling disconnected, the team first implemented a year-long rubric-based portfolio assessment, then struggled to apply the data and remain isolated. The forum explains how faculty convinced administration to shift toward a more qualitative, postmodern assessment approach, outlining effects, methodology, outcomes, and concluding insights across five articles.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Academia: Examining How a Move to a Postmodern Qualitative Assessment Changed a Department  \nKRYSTIA NORA, MARJORIE STEWART, JEFFREY CONDRAN, KATIE TALERICO, AND KAREN SANTELLI  \nAt the Art Institute of Pittsburgh, a small creative arts college, the composition faculty had for many years worked feeling disconnected, isolated, and lost within a large, multi-discipline General Education department. In addition, the institution was using the common tool of Accuplacer not only to decide first-year students’ placements in English, but also to track their improvement after taking a basic writing course. The competencies within the syllabi and the skills assessed by the standardized test were rarely, if ever, related. To reconnect the assessment tool and the skills to be assessed, a team of faculty members set out to design a new approach. Initially, based on the recommendation of outside assessment consultants, our faculty embarked upon a year-long, rubric-based portfolio assessment. While the results were beneficial–showing what was working and which issues demonstrated consistent problems–we were unsure how to use this data and, most importantly, still felt disconnected and isolated.  \nTHE CEA FORUM  \nSummer/Fall 2010  \nIt is our belief that the story of how the composition faculty convinced administration to move from a rubric-based assessment model to a more qualitative model is both interesting and beneficial for others facing similar challenges. In the following five articles, Katie discusses how the experience of such assessment affected the faculty, Jeff shows why we decided to try qualitative assessment and how we succeeded in convincing administration to let us try this alternative path, Krystia explains how and why we chose a postmodern methodology, Karen summarizes what we learned from the assessment, and Marjie poses some results and concluding thoughts.","cbCaigoGcRr5tkGH","https://ap.wps.com/l/cbCaigoGcRr5tkGH","pdf",69262,"English","# A CEA Forum Roundtable\n## Designing Assessment for Postmodern Academia\n## Faculty Experience and Motivations\n## Moving from Rubric-Based to Qualitative Assessment\n## Postmodern Methodology and Lessons Learned","[{\"question\":\"What assessment problem did the composition faculty face at the Art Institute of Pittsburgh?\",\"answer\":\"Accuplacer was used both for placement and for tracking improvement, but the test’s assessed skills were rarely connected to the course competencies in the syllabi.\"},{\"question\":\"What approach did the faculty try before moving to a qualitative model?\",\"answer\":\"They launched a year-long rubric-based portfolio assessment after recommendations from outside assessment consultants.\"},{\"question\":\"What does the roundtable claim about the value of the faculty’s transition to a qualitative model?\",\"answer\":\"It argues the story of convincing administration to move from rubric-based assessment to a more qualitative model is interesting and beneficial for others facing similar challenges, and the articles detail how they did it and what was learned.\"}]","THE CEA FORUM Summer/Fall 2010 - Roundtable - Designing Assessment for Postmodern Academia - Examining How a Move to a Postmodern Qualitative Assessment Changed a Department | PDF",1792085659]