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Assessment at Three Levels: Institution, Program, and Course or Educational Experience. Peggy Maki, Ph.D. Education Consultant in Assessing Student Learning Presented at CCRI September 21, 2012. Foci. - PowerPoint PPT Presentation
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PEGGY MAKI , PH.D.EDUCATION CONSULTANT IN ASSESSING
STUDENT LEARNINGPRESENTED AT CCRISEPTEMBER 21 , 2012
Assessment at Three Levels: Institution, Program, and
Course or Educational Experience1
2
Foci
Integration of Institution-level Outcomes—Educated Person—into Program-level Outcomes and Course-level or Educational Experience Outcomes Inside and Outside of the Classroom
Alignment of Outcomes
3
Through Mapping, Articulation of:Where and How Students Learn andHow You Assess for Institution-level and
Program-level OutcomesDevelopment of a 3- 4-Year
Assessment Plan that Takes You Through Your Set of Outcomes until Your APR is Due
4
Development of Periodic Report Format Submitted to Peer Review Committee That Documents How You Have Changed or Innovated Pedagogy, Curricular Design, Instruction, and Educational Practices and When You Will Re-Assess to Determine the Efficacy of Your Changes
Development of Channels to Decision-making, Planning, and Resource Allocation—How the Institution Responds to Improving Student Learning
5
Integration of Institution-Level Outcomes: CCRI’s Educated Person Outcomes
Institution-level Outcomes (CCRI’s Educated Person Outcome)
Program- or Department-level Outcomes (including Educated Person Outcomes)
Course Outcomes/ Service Outcomes/Educational Opportunities Outcomes
(including Educated Person Outcomes)
6
21st Century: Revised Bloom’s Taxonomy
Knowledge
Understanding
ApplicationAnalysis
Evaluation
Creativity
7
Domains of Learning
Cognitive
Affective
Contexts for DemonstratingOutcomes
Psychomotor
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Alignment of Program-level Outcomes with Institution-Level
OutcomesExample 1: (Focus on writing and speaking)
Institution Level Outcome: Students demonstrate critical thinking in their their written work and oral presentations across the curriculum and co-curriculum
Program-level Outcome: Students demonstrate critical thinking in a range of representative written documents in theater and a range of oral presentations
• Example 2: (Focus on Quantitative Reasoning) Institution-Level Outcome: Students solve problems
through quantitative reasoning in their work across the curriculum and co-curriculum.
Program-level Outcome: Students apply quantitative reasoning to a range of social science case studies, critical incidents, and interpretation of research
9
Examples
Analyze and evaluate philosophical arguments and positions (philosophy) Critical Thinking
Write documents for different audiences and purposes that focus on scientific and technical information (chemistry) Writing
Critically analyze and evaluate the merit of ideas and arguments (political science) Critical Thinking
Evaluate and discuss contemporary social and ethical issues related to biology and medicine (biology) Ethical Awareness
10
Purposes of Learning Outcome Statements
Orient Students to the College’s and each Program’s Expectations
Enable Students to Identify Where and How They Have Learned or Are Learning across the Institution
Position Students to Make Connections Between and Among Their Learning Experiences along Their Educational Journey
Lead to Collaborative Agreement about Direct and Indirect Methods to Assess Students’ Achievement of Outcomes
11
Program-level
Outcome
Course-level CT Outcome
Course Design to
Foster Outcome
Assignments that
Align with Outcome
Criteria and
Standards of
judgment
12
Course Outcomes
Assessment Methods and
Criteria of Judgment
Course Alignment for Outcomes
Course and Instructional
Design or Educational
Practices
13
Mapping: Where and How Students Learn
Helps us determine coherence among our educational practices that enables us, in turn, to design appropriate assessment methods (See sample map)
Identifies gaps in learning opportunities that may account for students’ level of achievement
Provides a visual representation of students’ journey
Helps students make meaning of the journey and hold them accountable for their learning over time
Helps students develop their own learning map
14
Mapping: How You Assess
Direct Methods, Including Some That Provide Descriptive Data
about Students’ Meaning- making Processes, Such as “Think Alouds”
Indirect Methods, Including Some That Provide Descriptive Data,
such as Small Group Instructional Design or SALG Survey
Institutional data (course taking patterns, for example)
15
Development of a 3-4-Year Assessment Plan
Develop a plan over 3-4 years that cycles through your program-level outcomes that also address your institution-level outcomes
Present an assessment plan for each year that documents:
16 The set of outcomes you will assess
A collaborative commitment to that set: Syllabi Audit or Curricular Map
Direct and Indirect Methods you will use to assess
Criteria and standards of judgment you apply to student work such as a scoring rubric
Your method of collecting student work and analyzing results
Ways you will engage colleagues in reviewing and acting on assessment results
17
Translate that plan into a report format that periodically explains how your collaborative discussion of results has informed your plans to revise or innovate pedagogy, curricular design, instructional design or educational practices across the curriculum. Changing only one course is likely not enough to foster enduring learning.
18
Channeling Results and Proposed Changes
Develop Communication Channels to Institutional Decision-making, Planning, and Allocation of Resources
Results should be considered in annual and long-range planning
Results may be prioritized by a receiving committee that funnels priorities to the Board