assessment made easy maris lown, edd
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Assessment Made Easy Maris Lown, EdD. Assessment answers this question: How do we know students are learning what we think we are teaching?. - PowerPoint PPT PresentationTRANSCRIPT
Assessment Made Easy
Maris Lown, EdD
Assessment answers this question: How do we know students are learning what we think we are
teaching?
Assessment “belongs to the scholarship of teaching.” It is a
study of “situated teaching practices . . . using particular forms
of research and knowledge.”Litterest & Tompkins, (p. 10)
Types of Outcomes
Learning
Describes what we want students to do with the content they are learning.
Success
Identifies whether or not the course or program is effective.
A learning outcome reflects what students can do with the content.
A Success Outcome reflectsa standard of judgment that a discipline, a department or an institution chooses to apply to
students work.
Learning Outcomes• Are measurable• Begin with an action verb• Stress higher-order thinking skills• Are a learner oriented essential ability or skill• Lead to the identification of assessment tools• Identify “what a student is able to do with the
content”• Provide the foundation for success outcomes
Success Outcomes• Are measurable• Begin with a metric• Stress a standard of judgment• Are learner oriented• Reported in terms of numerical scores that
place them in an achievement level based on developed and tested criteria
• Build on learning outcomes
OutcomesLearning
• Describes what we want students to do wth the content.
• Includes a performance indicator
• Give a speech that is designed to convince the audience of a specified point of view.
Success
• Identifies whether or not the course is effective.
• Includes a metric
• 85% of students will achieve a grade of C or better on the course final exam.
10
Comparison Objectives Outcomes
• Yields behaviors which are predictable.
• Primarily concerned with analysis.
• Usually evaluates discrete specific behaviors
• Evaluates behaviors that are most readily assessed and therefore may ignore behaviors that are more important.
• Yields behaviors which are unpredictable.
• Primarily concerned with synthesis.
• Usually evaluates abilities or skills.
• Evaluates outcomes of education which are more difficult to assess and are often ignored.
Assessment: Direct MethodsIntegrated Learning
• Exams• Collaborative projects• Research papers• Videotaped interactions• Journaling• Case studies• Performances• Standardized exams
• Portfolios• Creations• Projects• Internships• Capstone projects• Oral examinations• Concept Maps• Service learning
Assessment: Indirect Methods
Attitudes, Perceptions, Experiences
• Student surveys• Focus groups• Course evaluations• Faculty surveys• CCSSE
• Interviews• Graduate surveys• Employer surveys• Alumni surveys• Student Satisfaction Inventory
“Culture of Assessment”Hierarchy of Assessment of Student Learning
LEVEL 4
LEVEL 3
LEVEL 2
LEVEL 1
What evidence have you gathered
documenting that these changes have Improved Student
Learning?
How have you Changed instruction/the curriculum to Improve
Teaching and Learning based on these Data?
What Data have you Gathered Regarding Achievement of PLOs/CLOs?
What Tools are you using to Assess Achievement of these PLOs?
What are the Program/Course Learning Outcomes?
LEVEL 5
CURRICULUM DEVELOPMENT Institutional Learning Outcomes
Program Learning Outcomes
Course Learning Outcomes
Unit Learning Outcomes
Learning Activities Evaluation Tools
CURRICULUM DEVELOPMENT Institutional Learning Outcomes
Program Learning Outcomes
Course Learning Outcomes
Unit Learning Outcomes
Learning Activities Evaluation Tools
Middle States
• Level 5 requires evidence of changes made due to assessment – departmental minutes.
• We will be required to show a portfolio of assessment projects/artifacts.
• Must be faculty driven.• How can we embed program assessment into
Five Year Program Assessments?• Will we be required to connect learning
outcomes to success outcomes?
Program Review Process
• Connect to PLOs• Can include direct assessment
– Papers, – Exams
• Can include indirect assessment– Student surveys– Exit interviews– Job placement
• Provide samples of program reviews
Institutional Learning Outcomes
• Skills/abilities with which every student graduates.– Critical thinking– Reading– Writing
Program Learning Outcomes
• Connect to institutional learning outcomes.• Includes three or more general education
skills/abilities.• Includes additional discipline skills/abilities.• General education skills/abilities can be
customized to discipline competencies.• Students in programs take ENG 101 and 102.• ETS Proficiency Profile.
Course Learning Outcomes
• Connect to program learning outcomes.• Includes general education skills/abilities
tailored to discipline.• Focuses on discipline skills/abilities.• How many?
Mapping Institutional Learning Outcomes to Program Courses
Program College Wide Learning Outcomes
Program NameCritical Thinking
Communication Teamwork Information Literacy
Biology AS Biology 101Biology 102
English 101Speech 115
English 102Biology 102History 101
English 101
Nursing AAS Nursing 101Nursing 102Nursing 203Nursing 204
English 101English 102 or Speech 115
English 102Nursing 203Nursing 204
English 101
Liberal Studies AA
History 105 English 101Speech 115
English 102 English 101
BiologyProgram Courses
Program Level Student Learning Outcomes
Explain basic biological
principles and defend
scientific perspectives
Apply the scientific
method to hypothetica
l or laboratory problems
Evaluate the
relationship between mankind and the natural world
Utilize critical
thinking skills to
solve biologic
problems.
Communicate scientific material
effectively in oral and written
formats.
Demonstrate information
literacy skills and
technology skills when gathering scientific
information
BIO 111 X X X X X X
BIO 112 X X X X X X
BIO/CHE/PHY electives (2)
X X X X X X
CHE-111 X X X X
CHE-112 X X X X
ENG-101 X X X
ENG-102 X X X
MAT 143 or 171 X X X
MAT 144 or 172 X X X
Name of Program _______BIOLOGY________________________________________ Degree ____AA_______
Mapping Program Learning Outcomes to Program Courses
Mapping PLOs to CLOs, Political Science PLOs CLOs
POLI 101 POLI 102 POLI 220 POLI 221Explore political science methodology
Explain basic political science concepts
Examine the three branches of government and how they check and balance each other
Analyze how states gain and lose power
Investigate the origins of environmental problems
Compare and contrast political ideologies and theories of governance
Interpret political ideologies including conservatism, liberalism, socialism, communism, and fascism
Evaluate the electoral process and how candidates are selected to represent us at the federal level
Compare and contrast the state system and the international system
Analyze the goals of environmental interest groups
Analyze political concepts, theories, and ideologies in spoken and written form
Discuss the strengths and weaknesses of the political process
Compare and contrast the ideological differences of the two major parties
Analyze the contributions of international institutions
Evaluate environmental legislation including the EPS and the CWA
Learning outcomes drive the selection of learning activities and
assessment tools. They lay the foundation for success outcomes.
Mapping CLOs to Learning Activities & Assessment Tools
Course CLO Learning Activity Assessment
NURS I Implement care using the Critical Thinking Model and the Nursing Process
Scaffolded patient case study
Nursing Care Plan
NURS II Assess human needs across the life span
Simulation of a newborn in distress
Newborn Assessment
NURS III Analyze therapeutic communication when interacting with patients
YouTube examples of communication approaches
Video taping patient interaction
NURS IV Implement care focusing on complex pathophysiology
Simulation of a patient in multisystem failure and illness trajectory
Concept Map
NURS IV Collaborate with members of the health care team when delivering care
Management Case Studies
Journal
Collecting Evidence
• Record data• Identify changes made• Collect additional data• Discuss whether changes made a difference• Can be memorialized in department minutes,
annual meeting, or a faculty in-service
Institutional Effectiveness Model
• Strategic Plans– AMP– Technology Master Plan– Facilities Master Plan– Matrix– Non-credit
Institutional Effectiveness Model
• Surveys– Community Needs Assessments– Community College Survey of Student
Engagement– Student Satisfaction Inventory
Institutional Effectiveness Model
• Academic Assessment – Proficiency Profile (e.g.)– Program Assessment– Program Review– Departmental Plans– Data Books– Graduate Surveys– Employer Surveys– Graduation Rates– Transfer Rates
Institutional Effectiveness Model
• Non Credit Assessment– Targeted outcomes assessment
• Administrative Services Assessment– Targeted outcomes assessment– Planning, assessment and budget
• Student Services Assessment– Targeted outcomes assessment
No assertions without evidence Middle States
And now the easy part!
Learning Management Systems
• Applications that ease assessment• Use technology where applicable• Grade books that provide assessment
information
Portfolio Assessment
• Samples of students’ work over time• Uses a rubric• Offers a deep but narrower approach• Gives a richer texture• Can be resource intensive• Can use a sample rather than the entire
population• Can be used for general education assessment• Can be used for prospective employers
Capstone Assessment
• Paralegal Program – Trial Notebook• Incorporates all Program Learning Outcomes• Used at the end of Litigation II• Juried Review• Uses a rubric related to outcomes• Report that includes level 5 and trended data
Assessment of Majors Courses
• Select 2 to 4 courses in the discipline (majors courses, popular courses)
• Select assessment method• Biology
– Assess BIO 111– Assess BIO 112– Assess BIO 105– Assess Bio 106
Embedded Exam Questions
• Department develops questions that relate to student learning outcomes.
• Questions are different for each course but similar in that they assess the same behaviors, e.g.– Analyze an organic compound, analyze an
inorganic compound– Identify normal lung sounds, identify abnormal
lung sounds
Blue Print Assessment ToolsCLO Remembering Understanding Applying Analyzing Evaluating Creating
1 3 23 14 7, 30
2 15 6 20 21
3 7, 27 8, 24
4 13, 25 1 22
5 9 2 26 19
6 10 17, 28 4
7 15 11 18
8 16 5, 29 12
Everything that counts is not countable and everything that is countable does not count.
A. Einstein
What is not countable
• FYE• Trips• Clubs• Speakers• Study abroad
• Athletics• Work study• Service learning
Middle States, 2017
• Preparation, 2011-2014– Assessment process– Budget, planning, assessment– Department plans– Catalog– Syllabi
• Preparation of SSR, 2014-2017
What gets measured get improved!
The central value of learning outcomes assessment is using
evidence and data to make teaching more effective.
Whenever things sound easy,
it turns out there’s one part
you didn’t hear. D. Westlake