Strategic Assessment of Institutional Learning (SAIL)

SAIL Pilots 2020-2021

Curious about assessing communication and critical thinking? Seeking feedback on students’ learning of intercultural awareness or other outcomes? Want to shape the possibilities for strategic assessment? Teaching a capstone or ILO course? Join the pilots.

Informs Options for Assessing Institutional Learning
The pilots will inform the Learning Outcomes and Assessment Taskforce (LOATF) recommendations for a model of continuous learning outcomes assessment and curriculum review that fit within structures and process that are already established.
Created by and with faculty

Based on institutional learning outcomes and foci developed by GET, the SAIL initiative strategically advances a research-informed, committee-directed principles and faculty-led pilots to identify options for assessing learning outcomes for institutional and program’s ongoing improvements and accreditation processes where applicable.

Faculty-led pilot projects (January – May)

Through the LOATF discussions, workshops and individual conversations, faculty who are interested can lead pilot projects for assessing learning outcomes of:
• Teamwork
• Communication
• Lifelong Learning
• Citizenship
• Knowledge
• Critical Thinking & Investigation
• Intercultural awareness
• Indigenous Knowledges and Ways
• Capstone course’s program and institutional outcomes

Each Pilot will Consist of

Faculty who opt-in will work with the SAIL facilitators, Alana Hoare & Carolyn Hoessler, to:
• Co-create a useful and relevant rubric with colleagues
• Identify relevant artifacts (student assessments) in Winter 2021 courses
• Assess two sets of artifacts with the rubric you helped to create
• Provide feedback on the process.

The rubric will build from existing foci tools for institutional learning outcomes developed by General Education Taskforce (GET) and/or disciplinary accreditation requirements for program learning outcomes.

The SAIL facilitators will provide guidance on institutional-appropriate consent processes and data management approaches to address privacy and other requirements, and appropriate storage support.

Faculty will be provided with training, compensation ($250 Professional Development Supplement), guidance, and the possibility to publish or present findings.

Aligned with Principles

The six (6) DRAFT Principles LOATF has proposed to guide learning outcome assessment state that the process are:
• Equitable and Learner-Centered
• Growth and Learning-Oriented
• Purposeful and Holistic Design
• Rigorous, Ongoing Cyclical Improvement
• Faculty-designed for Learning
• Reflexive Approach to Learning

Timeline and Time Commitment (tentative)
Dec. 2020 Initial info session and faculty opt-in to participate 1 hour
Jan. - Feb. 2021 Co-creation of multi-disciplinary institutional rubrics; selection of assignments 7 - 10 hours
Apr. - May 2021 Assessor training and assessment of student work using rubrics; follow up sessions to debrief 15 – 25 hours
  Total 23 – 36 hours
Attend and invite colleagues to the December 9th Info Session

1:00-1:30pm Wednesday Dec. 9th (Online) Register

Contact Facilitators

Quality Assurance & Accreditation Liaison Officer – Alana Hoare 
Coordinator, learning and faculty development – Dr. Carolyn Hoessler

Frequently Asked Topics
 Student Consent & Sampling

• Students will be asked to consent for use of their assignment and any use of grades for stratified sampling (ensuring have students with a range of academic performance).
• A subset of students’ assignments will be assessed.
• Approximately 10-15 per class, dependent on student consent.

 Contextualized yet keeping it simple

• Focus on a subset of ILOs; 3-4 faculty per ILO ideally.
• Aim for shared rubrics that focus on the similarities across courses based on the foci while considering the individual needs of each course in the pilot.
• Faculty participating will be asked to provide a note about the context and their thoughts on the results to contextualize the data. Focus reporting on the process and experience.

 Not about assessing faculty

• Faculty will be provided with a course-specific report for their class for their own use to reflect on and consider improvements to student learning. All other reports will be aggregated data with no courses or faculty identified.

 Consultations with TRU community

• LOATF: December 1, 2020 presentation, monthly updates
• TLC: monthly updates
• Open info session: December 9, 2020
• Intercultural committee: November 23, 2020

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