ASSESSMENT & EVALUATION WORKSHOP

STUDENT LEARNING OUTCOMES

By: Khatira A. Tarvirdian

OVERVIEW

oWHAT IS ASSESSMENT?

oTHE ASSESSMENT CYCLE

oWHY DO WE DO ASSESSMENT?

oALIGNING OUTCOMES AND PLANNING ASSESSMENT

oSTUDENT LEARNING OUTCOMES

WHAT IS ASSESSMENT?

• “ASSESSMENT IS ANY EFFORT TO GATHER, ANALYZE, AND INTERPRET EVIDENCE WHICH

DESCRIBES INSTITUTIONAL, DEPARTMENTAL, DIVISIONAL, OR AGENCY EFFECTIVENESS” (UPCRAFT

& SHUH, 1996, P.18)

• TO THIS DEFINITION I WOULD ADD PROGRAM OR INITIATIVE EFFECTIVENESS*.

• FOR EXAMPLE, AN ASSESSMENT OF THE DACA/SAFE TRAINING AT THE MDC WOULD BE

CONDUCTED TO DETERMINE THE EXTENT TO WHICH THE PROGRAM ACHIEVED ITS GOALS.

• *EFFECTIVENESS, WE WOULD CONSIDER AS A MEASURE OF THE EXTENT TO WHICH A PROGRAM,

ACTIVITY, OR LEARNING EXPERIENCE ACCOMPLISHES ITS GOALS, FREQUENTLY LINKED TO HOW

STUDENT LEARNING IS ADVANCED.

THE ASSESSMENT CYCLE

WHY SHOULD WE DO ASSESSMENT IN STUDENT AFFAIRS?

• ASSESSMENT IS A MINDSET, NOT JUST AN ACTIVITY. STUDENT AFFAIRS

PROFESSIONALS COMMITTED TO THEIR ROLES SHOULD BE DEDICATED

TO USING ASSESSMENT AS A FRAMEWORK FOR PRACTICE.

• ALSO BECAUSE, YOU NEED THE DATA TO ENSURE YOU GET FUNDING!!

CSU CHANNEL ISLANDSALIGNING PROVIDES A COMPASS THAT HELPS KEEP ALL

COMPONENTS OF THE CAMPUS MOVE IN THE SAME DIRECTION.

University Mission &

Strategic Plan

Program’s Purpose

Student Learning Outcomes

LEARNING OUTCOMES

• LEARNING OUTCOMES ARE STATEMENTS THAT DESCRIBE SIGNIFICANT AND

ESSENTIAL LEARNING THAT HAS BEEN ACHIEVED AS A RESULT OF A SPECIFIC

ACTIVITY, AND CAN RELIABLY DEMONSTRATE AT THE END OF A PROGRAM.

• NOT SERVICE OUTCOMES:

PARTICIPATION

OR

SATISFACTION

COMPONENTS OF A LEARNING OUTCOME

1. AUDIENCE

2. PROGRAM OR SERVICE

3. LEARNING EXPECTED

4. SPECIFIC QUALIFIERS

5. MEASUREMENT: TOOLS AND PROCESS

6. RESPONSIBLE PARTIES: FOR MEASUREMENT, FOLLOW-UP AND/OR

REPORTING

7. TIMEFRAME

8. EXTERNAL STANDARDS

STUDENT LEARNING OUTCOME TEMPLATE

1. AUDIENCE

… INCOMING STUDENTS WHO COMPLETE THE NEW STUDENT ORIENTATION

PROGRAM…

2. PROGRAM OR SERVICE

…. THE NEW STUDENT ORIENTATION PROGRAM…

3. TARGETED LEARNING

… IDENTIFY AT LEAST ONE WAY IN WHICH S/HE PLANS TO GET INVOLVED WITH

STUDENT LIFE OUTSIDE THE CLASSROOM.

4. QUALIFIERS

ALL INCOMING STUDENTS WHO COMPLETE THE NEW STUDENT ORIENTATION

PROGRAM WILL BE ABLE TO IDENTIFY AT LEAST ONE WAY IN WHICH S/HE

PLANS TO GET INVOLVED WITH STUDENT LIFE OUTSIDE THE CLASSROOM.

5. MEASUREMENT

… WILL ASK STUDENTS TO CHECK AREAS OF INTEREST AS A PART OF THE

PROGRAM EVALUATION…

6. RESPONSIBLE PARTIES

ORIENTATION STAFF WILL ASK STUDENTS TO CHECK AREAS OF INTEREST AS A

PART OF THE PROGRAM EVALUATION AND EACH STUDENT WILL RECEIVE

FOLLOW UP FROM APPROPRIATE STUDENT AFFAIRS PERSONNEL.

7. TIMEFRAME

DURING THE FINAL SESSION OF EACH ORIENTATION PROGRAM…

8. EXTERNAL STANDARDS

• THIS OUTCOME IS IN COMPLIANCE WITH FIRST YEAR INFORMATION GRANT

STIPULATIONS.

ANOTHER PROGRAM EXAMPLE

90% OF STUDENTS WHO PARTICIPATE IN INTRAMURAL SPORTS AND RESPOND

TO THE WELLNESS AND ATHLETICS (W&A) SURVEY WILL INDICATE PERSONAL

GROWTH IN AT LEAST ONE OF THE FOLLOWING AREAS; SPORTSMANSHIP,

TEAMWORK, LEADERSHIP, OR CULTURAL AWARENESS.

W&A STAFF WILL SEND EMAIL INVITATIONS TO INTRAMURAL PARTICIPANTS

TO COMPLETE THE W&A SURVEY AT THE CLOSE OF EACH SPORT.

PARTICIPANTS WILL BE ASKED TO CHECK ALL AREAS OF PERSONAL GROWTH

THAT APPLY AND GIVEN THE OPPORTUNITY TO EXPLAIN HOW THE GROWTH

WAS EXPERIENCED.

THIS LEARNING OBJECTIVE SUPPORTS THE INSTITUTIONAL STRATEGIC PLAN

IN THE AREAS OF CIVILITY, LEADERSHIP AND DIVERSITY.

STUDENT EMPLOYEES EXAMPLE

ALL STUDENT STAFF MEMBERS OF INTERCULTURAL SERVICES WILL

DEMONSTRATE PERSONAL GROWTH IN CULTURAL COMPETENCE.

AS INDICATED IN THE STUDENT EMPLOYEE HANDBOOK, INTERCULTURAL

SERVICES STAFF WILL ADMINISTER A PRE AND POST CULTURAL COMPETENCE

ASSESSMENT WITH STUDENT WORKERS IMMEDIATELY AFTER HIRE AND

AGAIN AFTER TWO (2) SEMESTERS OF WORK.

RETENTION EXAMPLE

FIRST YEAR STUDENTS WHO HAVE ACTIVELY BEEN INVOLVED IN AT LEAST

FIVE (5) STUDENT AFFAIRS PROGRAM OR SERVICES IN THEIR FIRST YEAR WILL

SHOW A GREATER PERCENTAGE OF PERSISTENCE FROM FIRST TO SECOND

YEAR THAN THE OVERALL FIRST YEAR CLASS.

INSTITUTIONAL RESEARCH, PLANNING AND EFFECTIVENESS (IRPE) WILL PULL

THE SUPPORTING SURVEY DATA AND REGISTRAR DATA AT THE END OF EACH

ACADEMIC YEAR.

BASED ON BLOOM’S TAXONOMY

Examples

• Students who participate in the Fruits and Vegetables Campaign will be able to list 5 reasons for consuming fruits and vegetables by a post-survey.

• First year students who complete EIU Reads will be able to make connections between classroom and out-of-classroom experiences as demonstrated by book discussions at Prowl.

• Students who participate in the Fruits and Vegetable Campaign will increase snacking choices from pre-packaged, high fat/sugar/sodium to fruits and vegetables as demonstrated by observed behavior.

THANK YOU… Q&A