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Jump Start Your Assessment of Global Learning

by

Chris Hightower

on 7 June 2016

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Transcript of Jump Start Your Assessment of Global Learning

1/3
10%
55%
ARTICULATE CAMPUS PURPOSE FOR GLOBAL LEARNING ASSESSMENT
GLOBALIZATION
COMMERCE,
POLITICS, &
SOCIETAL FORCES
Goals
Commerce
Politics
(Altbach & Knight, 2007)
Population Growth
Air Quality
Biodiversity
Waste Management
Transportation
Education
Societal Forces
Healthcare
Climate Change
Food
Employment
Economic Base
Development
(ACE, 2012)
COMPREHENSIVE
INTERNATIONALIZATION
More comfortable in new, uncertain complex situations
Have more accurate understanding of what is taking place and how to react appropriately
Inspire trust in others
Motivate those they work with to higher levels of performance
Produce higher levels of team cohesion and performance
Make fewer interpersonal mistakes or faux pas
Prevent and resolve conflict more easily
Are better at managing diversity
Are more effective negotiators
Are more open to change
Perform at a higher level
INTERCULTURAL COMPETENCE

ATTITUDES
KNOWLEDGE
& SKILLS
ASSESSMENT
TEAM
Assessment Teams report Assessment Plans
Q & A
2013
Jump Start Your Assessment of Global Learning
PRACTICE WORKING AS AN ASSESSMENT TEAM
CREATE A GLOBAL LEARNING PLAN
IDENTIFY CAMPUS NEEDS OF PARTICIPANTS
1
2
3
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2011 - Of the 51% with mission statements, 55% of colleges & universities in the U.S. reported having stated international or global student learning outcomes (up 10% from 2006). Of those, only 1/5 conduct large scale campus-wide assessments to benchmark performance.
(American Council on Education, 2012)
U.S. Institutions of higher education that Include international, global education, or other aspects of internationalization

2001 - 35% (ACE, 2008)
2006 - 39% (ACE, 2008)
2011 - 51% (ACE, 2011)
GETTING TO KNOW YOU
Academic Affairs / Student Affairs / Other
Have been doing GL / Starting GL now / Planning GL on my Campus / Considering GL
Public / Private / For Profit / 4-yr / 2-yr / size
What are you expecting to get out of this?
INTERNATIONALIZATION
the incorporation of an international and/or intercultural dimension in teaching, research and service.
What are your or your institution's goals for including a global learning compnent?
page 2
Purpose
What is the purpose of assessing global learning at my institution?
Outcomes
Do you have measurable outcomes for global learning? What are they?
DEVELOPING AN
ASSESSMENT PLAN
WHY A MULTI-METHOD APPROACH?
DIRECT EVIDENCE
(actual student learning)
INDIRECT EVIDENCE
(self- and other reflections/perceptions of student learning)
Course assignnts
Student projects
Team-based projects
E-portfolios
Performance assessment (internship, service project, research)
Observation (of performance)
Knowledge tests and oral examinations
Presentations
Visual representations(e.g., photos, documentaries, concept mapping, dance)
Surveys
Questionnairs
Inventories (140 intercultural instruments)
Student evaluations
Self-evaluation
Interviews
Focus Groups
(Deardorff, 2015)
Multi-Method Approach
?
How to align goals & objectives with direct & indirect measures
How will you measure knowledge, skills & attitudes and intercultural compence?
Have students moved from lower to higher level of thinking?
Use of reliable and valid methods
Timing for assessment
Costs for assessment
Student motivation to respond
multiple measures
direct and indirect measures
qualitative and quantitative measures
Things
to
Change
Lessons
Learned
Data
Collection
Analyze
Data
DIRECT EVIDENCE
(actual student learning)
INDIRECT EVIDENCE
(self- and other reflections/perceptions of student learning)
Course assignnts
Student projects
Team-based projects
E-portfolios
Performance assessment (internship, service project, research)
Observation (of performance)
Knowledge tests and oral examinations
Presentations
Visual representations(e.g., photos, documentaries, concept mapping, dance)
Surveys
Questionnairs
Inventories (140 intercultural instruments)
Student evaluations
Self-evaluation
Interviews
Focus Groups
(Deardorff, 2015)
Multi-Method Approach
Other Considerations
Chris Hightower
c.hightower@tcu.edu
Full transcript