student learning outcomes workshop
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Student Learning Outcomes Workshop. September 26 th , 2007. What is Assessment?. Assessment is the systematic gathering and analysis of information to inform and improve student learning in the context of specific educational goals. Assessment Cycle. Why is assessment necessary?. - PowerPoint PPT PresentationTRANSCRIPT
Student Learning Outcomes Workshop
September 26th, 2007
What is Assessment?
Assessment is the systematic gathering and analysis of information to inform and improve student learning in the context of specific educational goals
Assessment Cycle
Develop Plan
Collect Information
Review Results
Revise Program
Why is assessment necessary?
Demanded by accrediting body
From Middle States: “Assessment of student learning demonstrates that
the institution’s students have knowledge, skills, and competencies consistent with institutional goals and that students at graduation have achieved appropriate higher education goals…In order to carry out meaningful assessment activities,
institutions must articulate statements of expected student learning at the institutional, program, and individual course levels…
Course syllabi or guidelines should include expected learning outcomes…Assessment is not an event but a process and
should be an integral part of the life of the institution”
Why is assessment necessary?
Demanded by accrediting body Want it to be based on internal vs.
external standards Spellings Report/ AAC&U Debate
Feedback for department Accountability to students
Assessment vs. Grading
More informative Details what skills have been attained Gives feedback on how to improve
Absorbs individual differences in evaluation
More focused on long-term retention
Qualitative data is more valued
Assessment steps 1. Develop learning objectives 2. Check for alignment between
curriculum & objectives
3. Develop an assessment plan 4. Collect assessment data 5. Use results to improve the program 6. Routinely examine the assessment
process & correct as needed
Important distinctions:
Mission: broad vision of purposes & values of program
Program goals: broad statement re knowledge, values, & skills acquired through student’s program of study
Learning objectives: operationalize program goals
Example: Psychology Dept. Muhlenberg College Mission Statement: The Psychology Department at Muhlenberg
College is a vibrant department with an active faculty and involved students. Through research and coursework, independent theses and informal interactions, the psychology faculty offer students a superior undergraduate experience and strive to fulfill the mission of the college as well as addressing the goals outlined below.
Psychology Dept. Muhlenberg College: Program Goals: students will…
Know the theories, models, and findings of psychology
Develop effective writing, speaking, and listening skills
Learning Objectives: students can… write a report in APA style make an argument supported by
available evidence and reason
Example: U Arizona Math Dept.
http://math.arizona.edu/resources/headoffice/mission.html
Examples: www.Assessment.gmu.edu/ProgramGoal
s/index.html
Communications: http://www.assessment.gmu.edu/ProgramGoals/CHSS/comm-BA/IGoals.cfm
Economics: http://www.assessment.gmu.edu/ProgramGoals/CHSS/econ-BA/IGoals.cfm
Art History: http://www.assessment.gmu.edu/ProgramGoals/CHSS/arth-BA/IGoals.cfm
1. Defining Learning Objectives
Use active verbs to describe a behavior that demonstrates learning
Identify expected depth of processing
Distinguish between absolute and value-added expectations
Exercise: Learning Objectives
Communications students can… speak more effectively when seeking to inform or
persuade.
analyze material written by others in order to effectively interpret and share that material with an audience.
access the information society including basic procedures for effective research, internet access, and writing.
How to: Top-Down
Look at mission statement
AUP Mission statement
General Education Goals: The goal of an AUP education is
ultimately to nurture the development of individuals to become independent thinkers, adaptable lifelong learners, and active contributors to society. Students are encouraged to translate intellectual endeavor into civic responsibility, and to apply the lessons of history to today’s exigencies and those of the future.
General Education Pillars: I: Knowledge and Perspectives
To (examine the influence) of the written word and other media
To apply methods that describe, predict, and intervene in the natural and social worlds
II: Intellectual skills Speaking & debating effectively in public Working efficiently in teams
III: Contexts IV: Creativity and Production
How to: Bottom-up
Look at catalog, syllabi, assignments, & examinations
How to cont’d Discuss with colleagues the value-
added of studying your discipline Describe ideal graduate of program Ask students, alumni, & employers Look at other departments and/or
professional associations Look at criteria for acceptance into
graduate program
2. Aligning to curriculum
Check whether/when learning objectives are introduced and reinforced
More important learning objectives are introduced earlier
Summative learning objectives are built into senior projects
How to: Alignment
Alignment matrix (example) Helps identify whether courses
and/or learning goals should be adjusted
Course L.O. 1 L.O. 2 L.O. 3 L.O. 4 L.O. 5 L.O. 6
100 I I
120 I P
200 P P P
204 P
300 P P
329 D P
400 P D
480
490 D D D DI = Introduced P = Practiced D = Demonstrated
Example Alignment Matrix
3. Developing an Assessment Plan
Multi-year program Select multiple measures Select sample of students
Start small, with areas most competent in
Annual report as record of ongoing assessment
Assessment plan itself should be continually evaluated
Assessment Plan Matrix
Learning Objective
How aligned in curriculum
How assessed
When/ How often?
Examples:
http://www.oir.uiuc.edu/assessment/plans/english_department.htm
http://programs.weber.edu/assessment/participants/assessment%20plan/physicsap.htm
4. Collect Assessment Data
Want different assessment techniques to triangulate (see handout)
Direct (performance) vs. indirect (perception)
Collecting student work Writing samples @ diff stages, senior projects
Exit & Alumni surveys External evaluators Scoring Rubrics
Analytic Rubric for Grading Oral Presentations
Below Expectation
Satisfactory Exemplary Score
Organization
No apparent organization. Evidence is not used to support assertions. (0-2)
The presentation has a focus and provides some evidence that supports conclusions. (3-5)
The presentation is carefully organized and provides convincing evidence to support conclusions (6-8)
Content The content is inaccurate or overly general (0-2)
The content is generally accurate, but incomplete (5-7)
The content is accurate and complete. (10-13)
Style The speaker appears anxious & uncomfortable… dependent on notes… (0-2)
The speaker is generally relaxed & comfortable, but too often relies on notes.(3-6)
The speaker is relaxed & comf, speaks without depending on notes.(7-9)
Total Score
Assessment Cycle
Develop Plan
Collect Information
Review Results
Revise Program