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Assessment, Improvement, & Research
Goals, Objectives, and Outcomes:
What's the Difference?
The Division of Student Life
Assessment, Improvement, & Research
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AIR Mission
The mission of Student Life Assessment, Improvement, & Research (AIR) is to lead outcomes-based assessment in the co-curricular setting, support evidence-based decision-making, and promote a culture focused on the continuous improvement of programs and services.
Assessment, Improvement, & Research
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Assessment, Improvement, & Research
Learning Outcomes
As a result of this workshop, participants will be able to…
• Differentiate between goals, objectives, and outcomes
• Explain why identifying goals/outcomes is the first step in the assessment process
• Write measurable and specific learning outcomes
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ACPA/NASPA Professional Competency
Assessment, Improvement, & Research
Assessment, Evaluation, and Research (AER)
Design program and learning outcomes that are appropriately clear, specific, and measurable, that are informed by theoretical frameworks and that align with organizational outcomes, goals, and values.
Explain to students and colleagues the relationship of AER processes to learning outcomes and goals.
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Assessment, Improvement, & Research
Assessment
“any effort to gather, analyze, and interpret evidence that describes institutional, departmental, divisional, or agency effectiveness (Upcraft & Schuh, 1996, p. 18).”
In practice, assessment is making decisions based on [systematically collected] evidence vs. instinct or tradition.
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IdentifyGoals/Outcomes
Gather Evidence
Interpret Evidence
Implement Change
Repeat
Assessment Cycle
Assessment, Improvement, & Research
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What is the program/service trying to accomplish?
Assessment, Improvement, & Research
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Identify Goals/Outcomes
• Mission: Statement of purpose
• Goals: Broad, general statements about what the program intends to accomplish
• Objectives: A specific result the instructor/staff member is trying to achieve within a timeframe
• Outcomes: Detailed, measurable statements that outline the end results of the program for the participant
• There should be a connection between the mission, goals, objectives and outcomes.
Assessment, Improvement, & Research
What is the
program/service
trying to
accomplish?
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Assessment, Improvement, & Research
Outcomes versus Objectives
• Objectives are instructor focused
• The workshop will increase participant understanding of the assessment cycle.
• Outcomes are learner focused
• Students will be able to summarize the four steps of the assessment cycle
What is the
program/service
trying to
accomplish?
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Assessment, Improvement, & Research
Metric
“Standards of measurement by which efficiency, performance, progress, or quality of a plan, process, or product can be assessed.” (Business Dictionary)
What is the
program/service
trying to
accomplish?
Example: 90% of students will be
able to communicate effectively
in a written format.
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What We Can Assess
Who Uses Our Programs
& Services
Compare to Other
Institutions
Compare to National
Standards
Cost Effectiveness
Student Learning
Student Needs
Student Cultures &
Campus Environments
Student Satisfaction
What can we assess?
Assessment, Improvement, & Research
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Outcomes-Based Assessment(Bresciani et al., 2004, p.10)
• What is my program/service supposed to accomplish?
• What do I want students to be able to do and/or know as a
result of this program/service?
• How well are we doing it?
• How do we know?
• How do we use the information to improve or celebrate
success?
• Do the improvements we make work?
Assessment, Improvement, & Research
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Assessment, Improvement, & Research
Student Learning Outcomes
Goals that describe “the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience”
(Suskie, 2009, p. 75)What
should students
be able to do as
a result of
the programs andservices
we provide?
Time 2Time 1
EXPERIENCE
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Assessment, Improvement, & Research
What do we mean by learning?
Table adapted from QA/QI guidance from the Stanford University Human Research Protection Program
Cognitive(knowledge)
Psychomotor
(skills)
Affective(attitude)
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Bloom's Taxonomy - Cognitive
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Assessment, Improvement, & Research
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Bloom's Taxonomy - Affective
Internalizes Values
Organization
Valuing
Responding to Phenomena
Receiving Phenomena
Assessment, Improvement, & Research
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Bloom's Taxonomy - Psychomotor
Origination
Adaptation
Complex Overt Response
Mechanism
Guided Response
Set
Perception
Assessment, Improvement, & Research
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Prioritizing SLOs
• Determine which SLOs are nice and which SLOs are needed
• Your program or service works in connection with others in the department – it does not need to do it all
• Aim for 3-5 SLOs per program or service
Assessment, Improvement, & Research
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Connecting outcomes to the Big Picture
Assessment, Improvement, & Research
University Mission
Division Mission
Departmental Mission
Departmental Goals
Program Outcomes
Align
Upward
General
to
Specific
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“To educate students for success and fulfillment in a diverse world…”
“To support student success…through educationally purposeful activities”
“Student Engagement & Campus Programs
provides diverse social and educational programs…”
“Students participating in
Dance Marathon will be able to define
philanthropy.”
Connecting outcomes to the Big Picture
Assessment, Improvement, & Research
Align
Upward
General
to
Specific
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Exercise
What are the mission, goals, objectives of your department/program/service?
Assessment, Improvement, & Research
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Assessment, Improvement, & Research
Format of SLOs
• SWiBAT: Students will be able to ________.
• Examples:
• Students who work as intramural officials will be able to demonstrate appropriate conflict resolution skills in an emotional environment (Recreational Services)
• Students who participate in an educational program will be able to identify two strategies for promoting health (Student Wellness)
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Assessment, Improvement, & Research
Format of SLOs
course
participate in
engage with
complete
First-year students
Graduating seniors
Students
activity
program
8 counseling
sessions
identify
list
describe
summarize
discuss
explain
at least 3 out of 4
70% accuracy
more/fewer than
all
intended elements
interview
observed behavior
journaling
blog
portfolio
post-survey
{who} {will be able to}
{as demonstrated
by}
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Desired characteristics of SLOs
• Align with department, division, and institution goals
• Describe a behavior that is:
• meaningful,
• specific,
• measurable, and
• Attainable
• Describe a single behavior
• Describe knowledge, skills, attitudes, and habits
of mind (i.e., learning)
Assessment, Improvement, & Research
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Exercise
Assessment, Improvement, & Research
• Determine three outcomes that are essential - What really has to happen for you to know that program or service (training, etc.) did its job?
• How does this outcome fit within the mission and goals of your department, division, etc.?
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Criteria
• Example learning outcome: Students will be able to demonstrate excellent oral communication when presenting their agendas to the student senate
• Example criteria:
• Speaks in a clear voice
• Uses culturally appropriate eye contact
• Is dressed appropriately
• Maintains appropriate posture
• Is well organized
• Uses appropriate and meaningful visual aids
Assessment, Improvement, & Research
Criteria help us
know when a
learning outcome
has been met by
describing what meeting that
outcome entails
or looks like.
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Exercise
Assessment, Improvement, & Research
• What does meeting the outcome look like or entail?
• Using the outcome you created in the last exercise list two criteria for that outcome.
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Common “trip ups”
• Using “action words” that are hard to measure (appreciate, be aware of, understand)
• Multiple outcomes in one
• SLOs that aren’t really about learning
Assessment, Improvement, & Research
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Fix these SLOs with a group
Assessment, Improvement, & Research
• Students will be able to…
• …appreciate the benefits of exercise
• …understand exercise is a stress reduction tool
• … think of at least 3 benefits of exercise
• Students will be able to…
• …access resources at The University of Iowa
• …develop and apply effective problem-solving skills that would enable one to adequately navigate through the proper resources within the university
• …connect with their peers
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AIR Example
Assessment, Improvement, & Research
Mission
Goal
Objective
Outcome
To lead outcomes-based assessment in the co-curricular setting, support evidence-
based decision-making, and promote a culture focused on the continuous
improvement of programs and services.
Make assessment as accessible as possible for student affairs practitioners.
The workshop will increase participant understanding of goals, objectives, and
learning outcomes.
Write measurable and specific learning outcomes.
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For New Programs
• Begin with the end in mind: What is your goal?
• What should a student know or be able to do to respond to that goal? (Outcomes)
• Next, what content will support these outcomes? (Content)
• After that, what methods will effectively deliver this content? (Methods)
• Finally, how will we know if students have achieved the outcomes? (Assessment)
Assessment, Improvement, & Research
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3:2:1 Activity
Assessment, Improvement, & Research
Take a moment to write down:
3 Things you learned
2 Questions you have
1 Takeaway
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Assessment, Improvement, & Research
Questions?
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What's Next
Assessment Development Series Workshop #3
Surveys, Focus Groups, and Interviews, Which One is Better?: How to Select an Assessment Method
As a result of this workshop participants will be able to…
• Differentiate between direct and indirect measures of learning
• Identify the pros and cons of different types of assessment methods
• Select an assessment method to utilize based on their needs
Which
assessment
method will best
fit my needs and
available
resources?
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Feedback
Assessment, Improvement, & Research
AIR Survey
• Please take a moment to complete a short survey about this workshop that will be sent out from a member of our office later today. The PowerPoint slides will be attached.
Learning & Development Survey
• As our course is registered through Employee Self Service, UI Learning and Development will send a survey request to your inbox. Please disregard – we will not use this data.
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Resources
Assessment, Improvement, & Research
Assessment, Improvement, & Research
• The University of Iowa
• 231 Iowa Memorial Union
• 319-335-3557