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Valuing Student LearningTerrel L RhodesAssociation of American Colleges and UniversitiesUniversity of South CarolinaMay 21, 2010LEAP Essential Learning OutcomesKnowledge of Human Cultures and the Physical and Natural WorldThrough study in the sciences and mathematics, social sciences, humanities, histories, languages, and the artsFocused by engagement with big questions, both contemporary and enduring

Intellectual and Practical Skills, includingInquiry and analysisCritical and creative thinkingWritten and oral communicationQuantitative literacyInformation literacyTeamwork and problem solvingPracticed extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance22LEAP Essential Learning OutcomesPersonal and Social Responsibility, IncludingCivic knowledge and engagementlocal and globalIntercultural knowledge and competenceEthical reasoning and actionFoundations and skills for lifelong learningAnchored through active involvement with diverse communities and realworld challenges

Integrative Learning, includingSynthesis and advanced accomplishment across general and specializedDemonstrated through the application of knowledge, skills, andresponsibilities to new settings and complex problems33The Principles of ExcellencePrinciple One: Aim Highand Make Excellence InclusiveMake the Essential Learning Outcomes a Framework for the entire Educational Experience, Connecting School, College, Work, and Life

Principle Two: Give Students a CompassFocus Each Students Plan of Study on Achieving the Essential Learning Outcomesand Assess Progress

Principle Three: Teach the Arts of Inquiry and InnovationImmerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College

College Learning for the New Global Century4The Principles of ExcellencePrinciple Four: Engage the Big QuestionsTeach through the Curriculum to Far-Reaching IssuesContemporary and Enduringin Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom

Principle Five: Connect Knowledge with Choices and ActionPrepare Students for Citizenship and Work through Engaged and Guided Learning on Real-World Problems

Principle Six: Foster Civic, Intercultural, and Ethical LearningEmphasize Personal and Social Responsibility, in Every Field of Study

Principle Seven: Assess Students Ability to Apply Learning to Complex ProblemsUse Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement

College Learning for the New Global Century, 20075Whats Next on Accountability and Assessment?

66Assessment and Accountability: What are the Connections?Higher education institutions are accountable to students, to local communities, to funderspublic and private, and international/policy makers.Higher education institutions assess their success in order to demonstrate that they are accountable and worth investment.But, assessing student learning has other purposes beyond just accountability.77Why Assess? The Multiple PurposesTo learn what is working and what is not and to improve programs, courses, departmental outcomes.To enable students to see their own progress and learn how to improve over time.To provide information students can use to demonstrate what they know and can do to future employers, colleges and others.88Assessment for Continuous ImprovementAssessment for AccountabilityStrategic dimensions PurposeFormative (improvement)Summative (judgment) StanceInternalExternal Predominant ethosEngagementComplianceApplication choices InstrumentationMultiple/triangulationStandardized Nature of evidenceQuantitative and qualitativeQuantitative Reference pointsOver time, comparative, established goalComparative or fixed standard Communication of resultsMultiple internal channels and mediaPublic communication Uses of resultsMultiple feedback loopsReportingTwo Paradigms of Assessment

Ewell, Peter T. (2007). Assessment and Accountability in America Today: Background and Context. In Assessing and Accounting for Student Learning: Beyond the Spellings Commission. Victor M. H. Borden and Gary R. Pike, Eds. Jossey-Bass: San Francisco.

99Why multiple measures?Good assessment practiceWe must hold ourselves accountable for assessing our students best work, not generic skills and not introductory levels of learning.College-level learning takes different forms for different majors, fields, levels.Diagnostic, milestone, and culminating assessments all play a role.1010Is there a role for standardized tests?Yes, but

Given that currently available tests only measure a limited set of capabilities,standardized tests play only a limited role in any comprehensive assessment or accountability approach.1111The Time is Right Assessment practices are changing to includeQualitative not just quantitative Formative not just summativePerformance over time not just one course, one testSophisticated skills and responsibilities not just knowledgeProblems with multiple solutions not just right answers Co-curriculum not just the curriculumThe majority of institutions uses a distribution model with additional integrative features.

Distribution model with other featuresDistribution model onlyOne or more other features onlyWhich of these features are part of your institutions general education program?15%64%18%Other features:Common intellectual experienceThematic required coursesUpper-level requirementsCore curriculumLearning communities13An obvious place to beginTell The Students What They Are Expected to Accomplish1414

But Many Students Do Not Understand the Expected Learning OutcomesHow many of your students understand your institutions intended goals or outcomes for undergraduate learning?** Among members at institutions with learning outcomes for all undergraduatesMajoritySomeAlmost allNot many

The Power of Rubrics for Assessing LearningHelp guide students around learning expectations Help guide faculty Reinforces assessment for learningPlaces individual faculty judgment within national shared experienceCan build up from course level to institutional reporting needs AND down from general to specific program/course contextrhodes@aacu.orgVALUE Projecthttp://www.aacu.org/programs/VALUE

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19VALUE Project ResultsBrings forward a focus on student learning outcomes that are essential statements of expected learning for 15 essential outcomesUses actual student workProvides the kind of information institutions, faculty most importantly students needReflects actual progress, growth and development of learning not a snapshot - through e-portfoliosResults can be used through aggregation to demonstrate institutional level student learning for accountability purposesEstablishes nationally shared expectations for learning with face and content validity2020Peter Hart Assoc., Employer Poll, 200721

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2222Bowling Green

2323George Mason

2424Kapiolani CC

2525LaGuardia CC

2626Portland State

2727Rose Hulman

2828San Francisco State

2929San Mateo CC

3030Spelman

3131St. Olaf

3232University of Michigan

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