Why Assessment of General Education Competencies is Entirely Different from Grading

I have been aware for many years that the college where I teach has been doing a poor job with assessing general education. At times over the years I've tried talking to the people in positions of responsibility about the inadequacies of our assessment, but no one has listened. Finally I gave up and just made sure that I did things the right way even if no one else did. 

Ultimately the day of reckoning - re-accreditation - has arrived, and despite our having been slapped on the hand for our inadequate general education assessment and asked to address those deficiencies, those in decision-making positions are still not listening to me. Or rather they heard me and said you're right, but we'll deal with that sometime in the future.  Right now we're just going to do a whole lot more of the wrong thing and overwhelm them with reams of bad assessment data - done up in a pretty new chart that someone at the top thinks makes everything okay. Of course they didn't actually say that, but that seems to be the course we are taking. 

So I've been charged with collating and synthesizing these reams of bad data into some coherent whole (not really possible but I'm trying), and that is what I'm spending my "vacation" doing. As I review all of the assessment reports of all of our faculty, I am aghast at how bad things actually are - far worse than I had imagined.  I would like to be able to put all these people in a room somewhere and explain some things to them, but that is never going to happen.  For one thing, by the time the chickens come home fully to rest and the awfulness of our assessment is fully understood, I will have retired and it will be "not my circus, not my monkeys." 

So instead I'm going to deliver part of my "lecture" here, because I've got to let it out somewhere. Maybe somebody somewhere will benefit from my little rant. 

My college, as well as all other colleges in our system and most colleges in our state, has adopted a general education plan the "Liberal Education and America's Promise (LEAP) Initiative" developed by hundreds of college faculty through the auspices of the American Association of Colleges and Universities (AACU). The LEAP initiative includes 12 essential learning outcomes for a liberal education, including communication skills, quantitative reasoning, information literacy, critical thinking, life long learning, teamwork and problem solving, and several others (https://www.aacu.org/leap/essential-learning-outcomes). To assist colleges and faculty determine whether or not they are achieving these general educational goals, the AACU developed Valid Assessment of Learning in Undergraduate Education rubrics or VALUE rubrics (Source: https://www.aacu.org/value).  Having spent many years now reading the literature around the LEAP initiative and the VALUE rubrics, it is clear that the students' entire educational career should contribute to the development of these essential skills, and that proficiency in them is something that accumulates over the student entire academic career.  This means that most first semester freshmen taking their first college level courses would not be expected to be fully proficient at most of the learning outcomes, but that one would expect the majority of last semester senior students to be proficient.  

The biggest mistake that most of our faculty have made is to assume that assessment is simply an extension of grading. Having made that assumption, the majority of my colleagues then assume that they can simply use the grade from some test, paper, exercise, project or even the course as a whole, as THE measure of assessment - for a whole host of different general education areas from "inquiry and analysis," "critical and creative thinking," to "life-long learning skills," and "integrative and applied learning." As a result I am seeing faculty with first semester freshman in the first English writing course reporting that because 95% of their students got a C+ or better therefore 95% of their students are fully proficient in written communication. If that is so, then why on earth do we then require them to take a second semester of writing? Because one semester of college writing does not make most people proficient at written communication. Proficiency in writing takes lots of practice in writing, and writing different types of content (history essays, sociology journals, science term papers, etc.). Assessment is not the same as grading.

A grade is a measurement of the student's performance in a particular course. How well did the student complete all the requirements of that course? That's what a grade indicates. Perhaps the easiest way to understand the difference between grading and assessment is to use some thing that most people can understand: studying languages.  A person who wishes to study French will begin with an introductory French course. That individual may study very hard in introductory French and do all of the required work at a high level of skill - for that course - and be rewarded for their efforts with an A.  That's grading.  But then we ask, is that person who has completed a one semester course in French with an A now proficient in the speaking, writing and communicating in French. Of course not. That is assessment. Assessment is about a larger life skill that accrues over time and practice. Moreover, it is entirely possible for a person to take four semesters of French, and get an A in every single class, and still not be particularly proficient in speaking and writing French. However, if that is so, then there's probably good reason to go back and review how the courses were taught since the ultimate goal of the courses is to develop proficiency. Nonetheless we would still not expect proficiency to be the outcome of the first, or even second course, but rather some mile stone measure along the way. 

In most courses at a community college (the first two years of college), such as where I teach, we should not be looking for proficiency in most courses, but rather from evidence that students have started along the way to a particular skill or ability - for milestones.  While the development of such skills and abilities should be part of grading, they are often not the most important element in the grade even on a single assignment or activity. So grades often are poor indicators of the development of general education skills.  Assessment requires a separate set of judgments about where a student lies in the development of a body of knowledge or a set of skills.   That separate assessment could be included within the grading criteria as a percentage of a score or grade, but is unlikely to encompass all of the things that go into the grade. 

A good example is developing the skills of life long learning. Reading the AACU's material and VALUE rubric on life long learning, some years ago, I realized that a project that I always have my Social Problems students do was something that could - if tweaked just a little - contribute to developing life long learning skills. The actual grade that I give students for this project (identifying a social problem specific to their home community, and following through with research, contact with others addressing the problem, and thinking about solutions for their community) depends on many different factors, such as how well they have learnt and used the terminology of sociology, how well they write, and only a small percentage of the grade is related to life-long learning skills.  A student could get an A (low A) on the project without having exhibited higher levels of life-long learning skills.  The Life Long Learning Value rubric has five dimensions. One of those dimensions is initiative, and the lowest level (scored as "1") on the rubric for initiative is "completes required work." The second level (scored "2") is "Completes required work and identifies opportunities to expand knowledge, skills, and abilities;" and the third level (scored "3") is "Completes required work, identifies and pursues opportunities to expand knowledge, skills, and abilities." 

I set up the project in such a way to create a climate where students are encouraged to identify and pursue opportunities to expand knowledge.  I use extensive feedback in the early stages of the project, making many suggestions to students about additional information sources, and avenues they might explore. Students who do so rank high on the Life-Long Skills rubric that is used for assessment. But students who do not, have still "completed required work," which is the primary basis for the grade on the project. 

Faculty often bemoan the students for whom the grade is the end-all and be-all of college. But sometimes we get blinded by same type of narrow minded thinking - grades are not always the best measure of learning. 

A Modest Proposal for Arizona

Arizona House Bill 2625 will allow employers to reject insurance coverage for contraceptives for their employees if it conflicts with their religious beliefs.

The Senate Judiciary Committee voted 6-2 Monday to endorse SB 2625 which would allow Arizona employers the right to deny health insurance coverage for contraceptives based on religious objections. Arizona House Bill 2625, authored by Majority Whip Debbie Lesko, R-Glendale, would permit employers to ask their employees for proof of medical prescription if they seek contraceptives for non-reproductive purposes, such as hormone control or acne treatment.

“I believe we live in America. We don’t live in the Soviet Union,” Lesko said. “So, government should not be telling the organizations or mom and pop employers to do something against their moral beliefs.”

I propose an amendment for Arizona’s SB 2625. I am not aware of any Christian religion that officially states that men can have sex outside of marriage and/or for non-reproductive purposes while women may not. [There are many religions that not only allow but encourage non-reproductive (marital) sex by both men and women]. In practice there may indeed be such a double standard – but that standard is not found in actual official Christian religious doctrines. Indeed, the Old Testament reference usually used to justify the anti-birth control position refers only to men and their “seed,” and not to women at all.

Therefore to more truly meet religious objections to non-reproductive sex both outside and inside marriage, I propose the following: Any employer who wishes to deny medical coverage to any woman engaging in non-reproductive sex on religious grounds, must also deny medical coverage to any man engaging in non-reproductive sex.

In order to qualify for health insurance coverage of Viagra or other anti-impotency drugs, a man must 1) be married, 2) to a woman who is medically certified to still able to bear children (has not passed menopause, not had a tubal ligation, a hysterectomy, and does not have any medical conditions that cause infertility), and 3) who does not use contraception; additionally, 4) the man must have medical certification that he does in fact suffer from impotence due to physical causes that are treatable by anti-impotency drugs such as Viagra.

No employer is required to deny men health insurance coverage for anti-impotence drugs, UNLESS they deny women health insurance coverage for birth control on religious grounds.

Zombie America - Installment 3

"Where's the work that'll
set my hands, my soul free,
Where's the spirit that'll
reign over me.
Where's the promise from
sea to shining sea,
Where's the promise from
sea to shining sea."
by Bruce Springsteen
"We Take Care of Our Own"
Wrecking Ball 2012.

What is "Zombie America"? It's an America that has lost its spirit, its promise. It's a nation that is a hollow shell of itself, walking around going through the motions, but the spirit has flown. Zombie America is a place that no longer dreams, that has drawn in upon itself, and is retreating into the past as fast as it can.

In the first installment in this series, I wrote about the derelict and demolished towns and urban landscapes of America and Europe. That destruction is powerfully evoked in Bruce Springsteen's "Death to My Home Town" on Wrecking Ball (2012). A destruction not wrought by cannon balls, or bombs, but silently and stealthy by "robber barons" and "greedy thieves."

The second installment spoke of the unpaving of the roads, the retreat of water and sewer systems.

Today I speak of another retreat, the retreat from commitment to universal phone service. Today, in Frankfort, Kentucky, the Senate Committee on on Economic Development, Tourism and Labor approved Senate Bill 12, a bill drafted by AT&T, that if passed by the full legislature would further diminish state regulation of the telephone companies and allow them to end basic phone service in less profitable parts of its service areas.  AT&T also has been pushing similar measures in other state capitals this year. [Read more here: http://www.kentucky.com/2012/03/13/2108034/bill-that-could-end-basic-phone.html]

From the 1890's to the 1960's, the push in America has been to extend basic phone service to more and more people. To that end both federal, state and local governments have provided tax breaks, grants, and subsidies to telephone companies to make sure that the poor and elderly could have the basic life-line of a phone in their homes. Kentucky's SB12 is the smoking gun of our retreat from basic services, and our retreat into the past. Should SB12 pass the Kentucky Senate and House, it represents the wholesale abandonment of the communicate needs of poor and rural (poor or affluent) people.
In January of 2011, during the period of time (nearly 2 weeks because of incompetence by AT&T) when my AT&T land line service was disconnected from my old house, but not yet connected to my new house, we were dependent upon alternative voice communication options. Cell phone communication would not work in either of our houses (old or new).  The only spot I could pick up a signal was in the middle of the road  by our house. So I stood outside in 15 degree weather in two feet of snow, making cell phone call after cell phone call. Luckily due to the 2 feet of snow, I didn't have to worry about some one running me down in the middle of the road. On more than one occasion, during long complicated calls, where I'd been shunted from one department to another my cell phone battery would go dead.  I'd have to stop, go back in the house, and warm up while my cell phone completely recharged.  Except for the one day that we also had a power outage (due to that 2 feet of snow), and then all I could do was sit in the snow bank and cry over my dead cell phone.

The thought that this might be our future here in the Kentucky mountains is overwhelmingly depressing. And it makes me wonder...The electric utility company constantly chafes at the expense of maintaining electric lines in the mountains, chafes at the high costs of restoring power after storms bring down trees and electric lines. How long before they too decide that they no longer want to be obligated to provide power to widely scattered rural residents? How long before we stop being a Zombie nation and simply become a dead one?

Zombie America - installment 1

(First in a series)

I was awake most of the night last night (New Years Eve/New Years Morning) thinking about things over which I have no control.  The downward spiral of obsessive thought began with something very personal - my mother's mental decline into dementia - but I was quickly distracted into much more far reaching national, international, even species (human species) issues over which I have no control.

America is in decline. The signs are all around us.  I started thinking about those signs in the wee hours last night (and will discuss some of them in a few moments). For decades I have been waiting for the "beginning of the end," the moment when it all begins to unravel, the day that the "shit-hits-the-fan."  [I'm currently reading a right-wing paranoid post-apocalyptic sci-fi mystery that does a good job of imagining the consequences but not the causes of the day "The Shit Hits the Fan."] Last night, it came to me that that day, that moment came and went a long time ago. We're on the downward slide, not waiting to go over the crest.

We probably never will be able to fix a firm date on the beginning of the end of United States as a developed first world country. The causes are far too complex and are inevitable results of the multiplicity of contradictions buried within industrial capitalism. If you're the kind of person that wants to understand the whys and look for the beginnings, there are plenty of good books you can read, such as:

• Grant McConnell's Private Power and American Democracy (Vintage Books 1966)
• James O'Connor's The Corporations and the State: Essays in Theory of Capitalism and Imperialism (Harper and Row 1974) and The Fiscal Crisis of the State (St. Martins Press 1973). [The latter book goes to show that social theorists on the left understood about the dangers of deficit spending decades before the first Tea Partier took up the chant].
• Wendell Berry's The Unsettling of America: Culture and Agriculture (Avon Books 1977)
• Barry Bluestone and Bennett Harrison's The Deindustrialization of America: Plant Closings, Community Abandonment, and the Dismantling of Basic Industry (Basic Books 1982)
• Donella Randers, Jorgen Meadows, and Dennis Randers' Limits to Growth: The 30 Year Update (Chelsea Green Publishing 2004) [original Limits to Growth was 1971]

Most of these books have more recent editions, but I refer you to the originals so that you can see that causes of Americas decline was thoroughly analyzed and well understood thirty or more years ago; some people did bother to listen, they just lacked the numbers, the money or the political power to do anything about it.

What are these signs of decline in to third world status that I'm talking about? This isn't an exhaustive catalog, just a few telling indicators.

The first sign is the abandonment, boarding up and eventual leveling of American towns and urban and suburban neighborhoods.

It began in the rural areas.  The long term demographic transition of industrialization, that began in the 1880's in the United States, involves the shift in population from rural areas, small towns and villages In the 1950's the declining population of rural communities is viewed as progress. "How you gonna keep them down on the farm, after they've seen Paree?" asks a popular song of the 20th century, speaking of soldiers returning from World War I and World War II. Mechanization and science take over farming, fewer farm workers are needed, and industrial growth in the nations cities and suburbs beckon young people from farm to city. American government farm policy of the 1950's was to actively wring the people out of agriculture.

There was a brief exurban surge in the late 1960's and early 1970's, of "back to the land" folks, former hippies, disenchanted urbanites and the first trickle of elderly retirees taking advantage of improved social security benefits to return to their childhood home towns. I helped document this five or six year demographic reversal for sociologist and demographer Thomas Ford at the University of Kentucky in 1976.  But it was short lived and the larger population shift away from rural areas re-emerged in the late 1970's.

It's was then that we begin to realize that there's something wrong, and that people who wanted to be farmers and small town dwellers were being forced off their land and out of their communities.   By the early 1980's farmers started to organize nationally and regionally, and popular culture got on board with institutions like Farm Aid (first concert in 1985), to assist farmers and farming communities facing crushing debt from mechanization.

But rural farming communities were not the only ones hemorrhaging population, the mechanization of coal mining and timbering both, helped depopulate non-farming rural areas as well.

Today its become so common place that we've stopped noticing it, stopped being aware that far from stopping, it is getting worse than ever. You drive through small rural towns through out this nation and what you see are empty store fronts, boarded up windows, and empty lots where buildings have been torn down. Around those empty down towns, there are empty houses, in various stages of decay and demolition.

But it didn't stop in the small towns. The industrial cities that rural people flocked to from 1880 to 1970, are now experiencing abandonment, decay and desolation. We noticed it first in the inner city slums of east coast cities in the 1960's. Factories moved out, property values skyrocketed, middle class families moved out, and slum landlords turned once prime housing into substandard apartments for poor people who paid exorbitant rates for tiny pockets of ill-maintained space. Then along came urban renewal and gentrification in the 1960's and the 1970's. Convention centers and upscale shops got built, upper-middle class urban professionals renovated 100 year old row houses in "transitional" neighborhoods, and built rental apartments in their basements. Only the deterioration of the inner cities continued around the convention centers, and not all urban neighborhoods made the "transition".

In some cities whole neighborhoods became ghost towns, boarded over, condemned and in some cases razed. While portions of most of the large industrial cities of the east coast, and upper mid-west have been lost, there are some cities, like Detroit that are more striking than most http://zfein.com/photography/detroit/index.html.



Photo of Detroit skyline copyright by Z. Fein Photography



Only about half the population lives within Detroit city limits compared to the city's height in the 1960's. Gone are the automotive jobs, and so are the people, leaving behind empty skyscrapers, office buildings, schools, police stations, and thousands of empty homes, and empty lots where homes once stood.

We know these things, we see the pictures of the deteriorating urban landscape in our movies and television shows, as the back drop to gritty stories of crime and drug wars. We forget that those are not movie sets, but are real places that are no longer habitable neighborhoods and communities.

The second indicator of decline will be discussed in the next installment.

an unholy alliance

Today the Chronicle of Higher Education posted an interesting story Is "Wal-Mart U." a Good Bargain for Students?, about a deal made between the Walmart corporation and American Public University, a for-profit institution that specializes in on-line instruction.

Here are some excerpts from the story:

A closer look at the deal announced this month shows how American Public slashed its prices and adapted its curriculum to snare a corporate client that could transform its business. It also raises one basic question: Is this a good bargain for students?

Adult-learning leaders praise Wal-Mart, the nation's largest private employer, for investing in education. But some of those same experts wonder how low-paid workers will be able to afford the cost of a degree from the private Web-based university the company selected as a partner, and why Wal-Mart chose American Public when community-college options might be cheaper. They also question how easily workers will be able to transfer APU credits to other colleges, given that the university plans to count significant amounts of Wal-Mart job training and experience as academic credit toward its degrees.

For example, cashiers with one year's experience could get six credits for an American Public class called "Customer Relations," provided they received an "on target" or "above target" on their last performance evaluation, said Deisha Galberth, a Wal-Mart spokeswoman. A department manager's training and experience could be worth 24 credit hours toward courses like retail ethics, organizational fundamentals, or human-resource fundamentals, she said.

Altogether, employees could earn up to 45 percent of the credit for an associate or bachelor's degree at APU "based on what they have learned in their career at Wal-Mart," according to the retailer's Web site.

Janet K. Poley, president of the American Distance Education Consortium, points out that this arrangement could saddle Wal-Mart employees with a "nontransferable coupon," as one blogger has described it.

"I now see where the 'trick' is—if a person gets credit for Wal-Mart courses and Wal-Mart work, they aren't likely to be able to transfer those to much of anyplace else," Ms. Poley wrote in an e-mail to The Chronicle. Transferability could be important, given the high turnover rate in the retail industry.

The cynic in me wonders if the lack of transferability of the credits may be exactly the point for Walmart. As the last paragraph above points out, there is very high worker turnover in the retail industry. Walmart expends time and money training workers, only to have them leave. The ones most likely to leave are those who obtain a college degree and move on to new careers. What better way to gain more stability in their labor market -- provide workers with something they crave -- access to a college degree that will give them huge amounts of credit just for working at Walmart, and they'll discover that the degree is only good for advancing within Walmart.

My experience college teaching in the past thirty years has shown me that college students from lower and working class families, and even many from middle class families, are extraordinarily naive about the different values that employers put on degrees from different institutions. They also actively resist knowing how different the content of education differs between colleges. My students refuse to acknowledge any difference between the content of their college courses and those at four year colleges and universities. Yet they find ways not to read the forty or fifty pages a week assigned in my class, and will not listen to the facts, that students at four year school are expected to read and comprehend, two and three times the amount of content.

The reality is, I could assign as much reading as I thought was necessary and test students on that reading, but then my course failure rate would be unacceptably high, and my teaching evaluations unacceptably low. So slowly as years have gone by, I've bowed the quiet, subtle pressure NOT to "dumb" down the class, but to cover less material, and to cover it differently (like not getting into esoteric discussions about the deeper meaning and implication of materials).

Community college faculty are constantly commanded to accommodate students who are married, with children and full-time jobs. These students cannot read three full books a week (as I often had to do in my own undergraduate career at an elite four year college) -- heck they cannot even seem to find the time to read three full books a semester.

The depth and breadth of knowledge acquired by community college students simply pales compared to that acquired at more demanding four year colleges and universities. This fact is well understood by colleges, graduate schools, professional programs, and employers. Which is why graduates from elite schools have different doors open to them than do community college students.

So an educational institution that is willing to say, oh sure we'll give students up to 45 percent of their academic credit for just doing their Walmart job, is reducing the content of education even lower. Students will be able to get "degrees without all that troublesome knowledge" (my husband's favorite saying) even easier than they already can with this alliance between Walmart and American Public U.