I really dig how the presenters are differentiating between "effective"--meaning, it gets the job done--and equitable.
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Posts tagged #SW06
omg omg one of the presenters in Ohio has middle school students taking their classes, and here I was feeling surprised that I had middle-of-high-school students in my FYW classes.
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Another thing that's surfacing in multiple stories: It's hard to get disaggregated data regarding how students are progressing, which makes it a challenge to assess how accurate placement measures actually are.
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CCBC also currently are trying out an "English plus" lab-type thing, as students have indicated they want more help, but don't necessarily need an entire 3-credit reading/writing class. They're still figuring out how to do funding in the future, though.
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The folks from CCBC make a point of saying "self-directed placement" rather than "directed self-placement" in order to emphasize it's the students' who are figuring out what they need. And they use student interview videos to help with the SDP!
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One interesting thing that's popping up: Who "owns" placement? Where is it located, administratively and institutionally? Who feels their toes are being stepped upon if you try to wield your expertise?
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Great, generative stories being told from other roundtable participants about the challenges they faced, the things they found useful, and what they still want to improve.
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If you make changes in placement--particularly acceleration of programs--without concomitant support, the inequities of labor for faculty/staff will be significant.
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If it's ethical and equitable, the assessment you do will ensure that changes are working, identify whether there are any changes causing harm and inequity, monitor impacts on faculty/staff, and target areas for improvement and when/how to scale up.
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Giordano shares a cautionary tale: Without planning for a shift in labor, it's very likely the English instructors will be working overtime to help students who might have placed inaccurately AND it's difficult to go back to re-revise if the first attempt at reform is unsuccessful.
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Securing funding for faculty/staff development *must* be part of the reform plan, because labor is also going to change as the local reality does.
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Giordano: If you change your placement and don't change your curriculum, you're going to have a major mismatch in terms of what happens in the classroom.
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Giordano emphasizes you have GOT to do that first step, collecting initial data, multiple measures as much as possible. To develop a pilot without assessing what you already have would be unethical in terms of impact on students.
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So how do you develop a process for implementing reform initiatives?
1. Collect initial data
2. Develop a pilot
3. Assess the pilot
4. Scale up the change
5. Redesign curriculum
6. Provide faculty development
7. Assess over time
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And if you haven't checked it out yet: Writing Placement in Two-Year Colleges: The Pursuit of Equity in Postsecondary Education, which is EXCELLENT.
wac.colostate.edu/books/practi...
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Also, the Journal of Writing Assessment's special issue on placement:
escholarship.org/uc/jwa/12/1
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What prompted this talk? The death of Compass in 2015 (WAIT IT'S DEAD?), then the TYCA White Paper on Placement Reform, which is worth a read.
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publicationsncte.org/content/jour...
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One of the goals of today's workshop is to begin developping a national open-admissions placement network, which is an EXTREMELY good idea.
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