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Minot State University : 500 University Avenue West : Minot, ND 58707
January 8 Liaison Meeting Agenda and Minutes
Present: Linda Cresap, Deb Jensen, Lori Willoughby, Mark Singer, Nicole Wald, Paul Markel,
Tim Morris, Robert Crackel, Charlie Young, Heidi Super, Holly Pedersen, Linda Pettersen, Erin
Holt, Lisa Borden-King, Nicole Thom-Arens, Gary Rabe, Jessica Smestad (chair of Academic
Assessment Committee), Laurie Geller (VPAA), Michael Brooks (director of academic
assessment)
Absent:
Agenda:
1. Questions and Comments2. Follow-up on SLG development3. Types of Assessment Tools4. Example of SLG Development – Honors Program5. Questions and Comments6. Dismiss
Minutes:
Meeting opened with time for questions and comments. A question was raised of when SLO’s would be due, with a late February time frame set for purposes of have both SLG’s and SLO’s printed in the 2019-20 catalog. Brief feedback on SLG progress was presented by Director of Assessment with all programs making substantive progress. Three distinct resources were presented to liaisons. All three resources relayed specific kinds of assessment instruments that could be used to gather assessment data. The first resource distinguished tools in terms of the types of learning desired. The second resource distinguished the types of instruments that might be used based on level of learning. The third resource provided examples of direct and indirect instruments. Several questions followed regarding how to choose between types, and why overlap existed between direct and indirect instruments. The meeting ended with an example of a program, Honors, development of SLG’s and SLO’s, and presenting liaisons with the task of connecting SLO’s to SLG’s.
10/07/19
500 University Avenue W, Minot, ND 58707 701-858-3990 1-800-777-0750 MinotStateU.edu
Director of Academic Assessment
Assessment Instruments in Relation to Levels of Learning*
Choose the assessment instrument (assignment, exam, project, performance) based on the level of student learning you want to
evaluate. Listed below are types of appropriate assessment instruments for different levels of learning. This is not a complete list of
types of assessment instruments.
Levels of Learning and Definitions Types of assessment instruments
Knowledge—Remember previously learned information Exam/test using matching, multiple choice, fill in the blank, short
answer and/or essay question; presentation
Comprehension—Demonstrate an understanding of the facts Exam/test using matching, multiple choice, fill in the blank, short
answer and/or essay question; project; skills assessment
Application—Apply knowledge to actual situations Skills assessment; exam/test using matching, multiple choice, fill in
the blank, short answer and/or essay question
Analysis—Break down objects or ideas into simpler parts and
find evidence to support generalizations
Research Paper; exam/test using short answer or essay questions
Synthesis—Compile component ideas into a new whole or
propose alternative solutions
Research paper; exam/test using short answer questions and/or essay
questions; project; papers; reports; presentations
Evaluation—Make and defend judgments based on internal
evidence or external criteria
Project; presentation; papers; reports
*Reproduced from SMU
Examples of Direct and Indirect Measures of Student Learning (Course, Program, and Institutional Levels)
Direct Measures Indirect Measures
Course
Course and homework assignments
Examinations and quizzes
Standardized tests
Term papers and reports
Observations of field work, internship performance, service learning, or clinical experiences
Research projects
Class discussion participation
Rubric (a criterion-based rating scale) scores for writing, oral presentations, and performances
Artistic performances ad products
Grades that are based on explicit criteria related to clear learning goals
Course evaluation
Test blueprints (outlines of the concepts and skills covered on tests)
Percent of class time spent in active learning
Number of student hours spent on service learning
Number of student hours spend on homework
Number of student hours spent at intellectual or cultural activities related to the course
Grades that are not based on explicit criteria related to clear learning goals
Program
Capstone projects, senior theses, exhibits, or performances
Pass rates or scores on licensure, certification, or subject area tests
Student publications or conference presentations
Employer and internship supervisor ratings of students performance
Focus group interviews with students, faculty members or employers
Registration or course enrollment information
Department or program review data
Job placement
Employer or alumni surveys
Student perception surveys
Proportion of upper-level courses compared to the same program at other institutions
Graduate school placement rates
Institutional
Performance on tests of writing, critical thinking, or general knowledge
Rubric (criterion-based rating scale) scores for class assignments in General Education, interdisciplinary core courses, or other courses required of all students
Performance on achievement tests
Explicit self-reflections on what students have learned related to institutional programs such as service learning (e.g., asking students to name the three most important things they have learned in the program)
Locally-developed, commercial, or national surveys of student perceptions or self-report of activities (e.g. National Survey of Student Engagement)
Transcript studies that examine patterns and trends of course selection and grading
Annual reports including institutional benchmarks, such as graduation and retention rates, grade point averages of graduates, etc.
Reproduced from Middle States Commission on Higher Education (2007). Student Learning Assessment: Options and
Resources (p. 29)
500 University Avenue W, Minot, ND 58707 701-858-3990 1-800-777-0750 MinotStateU.edu
Director of Academic Assessment
Examples of Direct and Indirect Measures*
Examples of Direct Measures of Student Learning
• Scores and pass rates on standardized tests (licensure/certification as well as other published tests determining key student learning
outcomes)
• Writing samples
• Score gains indicating the “value added” to the students’ learning experiences by comparing entry and exit tests (either published or
locally developed) as well as writing samples
• Locally designed quizzes, tests, and inventories
• Portfolio artifacts (these artifacts could be designed for introductory, working, or professional portfolios)
• Capstone projects (these could include research papers, presentations, theses, dissertations, oral defenses, exhibitions, or
performances)
• Case studies
• Team/group projects and presentations
• Oral examination
• Internships, clinical experiences, practica, student teaching, or other professional/content-related experiences engaging students
in hands-on experiences in their respective fields of study (accompanied by ratings or evaluation forms from field/clinical supervisors)
• Service-learning projects or experiences
• Authentic and performance-based projects or experiences engaging students in opportunities to apply their knowledge to the larger
community (accompanied by ratings, scoring rubrics or performance checklists from project/experience coordinator or supervisor)
• Graduates’ skills in the workplace rated by employers
• Online course asynchronous discussions analyzed by class instructors
Whenever appropriate, scoring keys help identify the knowledge, skills, and/or dispositions assessed by means of the particular assessment
instrument, thus documenting student learning directly.
500 University Avenue W, Minot, ND 58707 701-858-3990 1-800-777-0750 MinotStateU.edu
Director of Academic Assessment
Examples of Indirect Measures of Student Learning
• Course grades provide information about student learning indirectly because of a series of reasons, such as: a) due to the focus on
student performance or achievement at the level of an individual class, such grades do not represent an indication of learning over a
longer course of time than the duration of that particular class or across different courses within a program; b) grading systems vary
from class to class; and c) grading systems in one class may be used inconsistently from student to student
• Grades assigned to student work in one particular course also provide information about student learning indirectly because of the
reasons mentioned above. Moreover, graded student work in isolation, without an accompanying scoring rubric, does not lead to
relevant meaning related to overall student performance or achievement in one class or a program
• Comparison between admission and graduation rates
• Number or rate of graduating students pursuing their education at the next level
• Reputation of graduate or post-graduate programs accepting graduating students
• Employment or placement rates of graduating students into appropriate career positions
• Course evaluation items related to the overall course or curriculum quality, rather than instructor effectiveness
• Number or rate of students involved in faculty research, collaborative publications and/or presentations, service learning, or
extension of learning in the larger community
• Surveys, questionnaires, open-ended self-reports, focus-group or individual interviews dealing with current students’ perception
of their own learning
• Surveys, questionnaires, focus-group or individual interviews dealing with alumni’s perception of their own learning or of their
current career satisfaction (which relies on their effectiveness in the workplace, influenced by the knowledge, skills, and/or
dispositions developed in school)
• Surveys, questionnaires, focus-group or individual interviews dealing with the faculty and staff members’ perception of student
learning as supported by the programs and services provided to students
• Quantitative data, such as enrollment numbers
• Honors, awards, scholarships, and other forms of public recognition earned by students and alumni
*Reproduced from Cleveland State University, which adapted it from Maki, P.L. (2004). Assessing for learning: building a sustainable commitment across the institution. Sterling, VA: AAHE; and Suskie, L. (2004). Assessing student learning: A common sense guide. San Francisco, CA: Anker Publishing Company, Inc.
Program of Study: Honors Program in Engagement and Scholarship – minor and concentration Student Learning Goal (SLG)
A general statement of what a
student should know and/or be
able to do upon graduation
from a program of study. What – What do we want student
to know/do.
Student Learning Outcome (SLO)
A specific statement of what a student should
know and/or be able to do as a result of what is
learned in a specific course or set of courses in
a program of study. How – How do we accomplish the WHAT or the
student learning goal.
Courses/Experiences
Courses or other educational
experiences in which the
learning takes place for each
SLO. The learning for one SLO
might happen in more than one
course or educational
experience. Where – Where does the HOW or
the SLO take place?
SLG 1: Think critically,
reflectively, and
independently
SLO 1: Design and complete self-created
learning experiences that have clearly articulated
goals
Course(s): HON 191H (I); HON
250H (P); HON 395H (P)
Data Source:
planning and proposal form,
final presentation (HON 191H);
leadership involvement
experience goals statement and
final presentation (HON 250H);
action plan and final
presentation (HON 395H) SLO 2: Analyze problems/situations to formulate
informed opinions, conclusions, or solutions
Course(s): HON 264H (I, P);
HON 391H (I, P)
Data Source:
group problem-solving
presentation (HON 264H);
final paper (HON 391H) SLO 3: Read and interpret texts (manuscripts,
textbooks, original works, scholarly journals,
etc.) from various disciplines
Course(s): HON 191H (I); HON
252H (P); HON 351H (P); HON
450H (M)
Data Source:
book review (HON 191H);
one week’s combined written
reading responses (journals) and
class discussion (HON 252H);
reflective writings? (HON
351H);
annotated bibliography (HON
450H) SLO 4: Conduct independent and ethical
research
Course(s): HON 191H (I); HON
250H (P); HON 450H (M)
Data Source:
citizenship paper (HON 191H);
ethical dilemma project and
presentation (HON 250H);
proposal (HON 450H) SLO 5: Develop a comprehensive research
project which integrates knowledge and
Course(s): HON 451H (M)
Data Source:
originality through disciplinary or
multidisciplinary methodologies (minor only)
thesis paper/project
SLO 6: Course(s):
Data Source:
etc. Course(s):
Data Source:
SLG 2: Exhibit a commitment
to community awareness,
involvement, and service
SLO 1: Identify, formulate, and enact solutions
to real-world problems for individuals and
society
Course(s): HON 391H (I, P)
Data Source:
group presentation and final
paper
SLO 2: Plan, execute, and reflect on a civic
engagement effort which addresses civic
responsibility and citizenship
Course(s): HON 191H (I); HON
395H (P)
Data Source:
citizenship paper (HON 191H);
action plan, portfolio and
presentation (HON 395H) SLO 3: Course(s):
Data Source:
SLO 4: Course(s):
Data Source::
SLO 5: Course(s):
Data Source:
SLO 6: Course(s):
Data Source:
etc. Course(s):
Data Source:
SLG 3: Demonstrate
excellence in verbal and
written communication
SLO 1: Develop and present ideas logically and
effectively - verbally
Course(s): HON 191H (I); HON
250H (P); HON 264H (P); HON
391H (P); HON 395H (P); HON
451H (M)
Data Source:
Final presentation (HON 191H);
leaders in film presentation
(HON 250H);
teacher for a ½ day assignment
(HON 264H);
group presentation (HON 391H);
final presentation (HON 395H);
thesis/project presentation (HON
451H) SLO 2: Develop and present ideas logically and
effectively - written
Course(s): HON 191H (I); HON
252H (P); HON 264H (P); HON
351H (P); HON 391H (P); HON
451H (M)
Data Source:
book review (HON 191H);
final paper (HON 252H);
final exam (HON 264H);
reflective writings (HON 351H);
final paper (HON 391H);
thesis paper (HON 451H) SLO 3: Course(s):
Data Source:
SLO 4: Course(s):
Data Source:
SLO 5: Course(s):
Data Source:
SLO 6: Course(s):
Data Source:
etc. Course(s):
Data Source:
SLG 4: Engage with diverse
perspectives in order to
cultivate cultural competence
and an appreciation of
differences
SLO 1: Analyze current and historical
international issues and aspects of global culture
Course(s): HON 395H (I, P)
Data Source:
one week’s combined written
reading responses (journals) and
class discussion SLO 2: Demonstrate foreign language
proficiency at an intermediate level (minor only)
Course(s): Student-selected
language courses (2 semesters
required)
Data Source:
final grade SLO 3: Collaborate and participate actively with
diverse local and global partners
Course(s): HON 191H (I); HON
391H (P); HON 395H (P)
Data Source:
citizenship paper (HON 191H);
final paper (HON 391H);
portfolio and presentation (HON
395H) SLO 4: Appraise issues from multiple viewpoints
and recognize how alternative approaches
influence decisions or assumptions
Course(s): HON 264H (I, P)
Data Source:
Persuasive speech and reflection
paper (HON 264H) SLO 5: Course(s):
Data Source:
SLO 6: Course(s):
Data Source:
etc. Course(s):
Data Source:
I = Introduce P = Practice M = Master