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Northern Illinois University
March 2009
Susan HatfieldWinona State University
Leave No Outcome Behind:Teaching, Learning &
Assessment
Plan
Assessment
Teaching
Learning
Assessment
A few things you need to know
1. Assessment is about student learning
Assessment Learning
National Norms
Trend Lines
Instrument Driven Outcome Driven
Relational Data
Targets & Goals
AnalysisCollection
How do we compare? What does it mean?
2. It isn’t going away
3. You’re probably already doing it
Evaluation Assessment
QuizzesCount toward final grade
Used to see if students understand
TestsScored and returned
Scored, tabulated. returned & discussed; adjustments to syllabus
RubricsReturned to studentswith grade
Returned after being aggregated & analyzed; adjustments to syllabus
4. The rules have changed
INDIRECTMEASURES
1990 20102000
Indirect Measures of Learning
• Alumni, employer, and student surveys (including satisfaction surveys)
• Exit interviews of graduates and focus groups graduate follow up studies
• Retention and transfer studies• Length of time to degree• ACT scores • Graduation and transfer rates• Job placement rates
DIRECTMEASURES
INDIRECTMEASURES
1990 20102000
Direct Measures of Learning
• Capstone experience• Standardized tests• Performance on national licensure certification or
professional exams • Locally developed tests • Essay questions blind scored by faculty• Juried review of senior projects• Externally reviewed exhibitions performances• Evaluation of internships based upon program
learning outcomes
PROCESS MEASURES
OUTCOMEMEASURES
1990 20102000
PROGRAMASSESSMENT
CLASSROOMASSESSMENT
1990 20102000
INSTITUTIONAL RESPONSIBILITY
PROGRAMRESPONSIBILITY
1990 20102000
INSTITUTIONALEFFECTIVENESS
STUDENTLEARNING
1990 20102000
5. It’s a bumpy ride
Evolutionary Trajectories
Beginning
Mature
MakingProgress
0402 03 05 06 07 08 09
6. It’s all about student learning outcomes
Program LevelStudent Learning Outcomes
• Students should be able to<<action verb>> <<something>>
Program LevelStudent Learning Outcomes
• Learner Centered• Specific• Action oriented• Cognitively appropriate for the program level
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSISSYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparate
SummarizeTest
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
Lower division courseoutcomes
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSISSYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparate
SummarizeTest
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
Upper divisionCourse / Program
outcomes
7. Assessment requires exertion and intention
Exertion without Intention
Intention without Exertion
Intention and Exertion
Teaching and Learning
Campus Climate
Meteorological metaphor Seasonal Changing Uneven Perpetuated by individuals Something an university HAS
Campus Culture
Anthropological Metaphor Deep rooted Defended Perpetuated by structures,
policies, procedures, behaviors What a university IS: Who you
ARE
Culture
Cultures cannot be consciously created -- they can be promoted, but an college’s culture arises from the interaction of multiple variables.
Evidence of Culture
Vocabulary Metaphors Legends, stories, mythologies,
folklore Symbols Rites & Rituals
Evidence of Culture
Written Materials Formal & Informal Policies and
Procedures Organizational Structure Social Knowledge Reward Structure
Student Learning: Climate or
Culture?
Focus on Student Learning:Climate or Culture?
Temporary Ongoing
External Internal
Accreditation Improvement
Surface Embedded
Personality Driven Structurally Driven
Isolated Pervasive
Focus on Student Learning:Climate or Culture?
Temporary Ongoing
External Internal
Accreditation Improvement
Surface Embedded
Personality Driven Structurally Driven
Isolated PervasiveLEADERSHIP
KNOWLEDGE
SUPPORT & RESOURCES
COMMITMENT
Reflection
Does NIU have a climate or a culture of student learning?Must exceed the Difficulty of the Task
Moving toward a Culture of Student
Learning
A Culture of Learning requires a fundamental shift away from a focus on Teaching
TEACHER CENTERED
LEARNER CENTERED
Knowledge is communicatedfrom professor to student
Students passively receive information
Emphasis on acquisition ofknowledge in a specific context
Professor’s role is to be primary information giver and evaluator
Students construct knowledgethrough gathering and
synthesizing information
Students are actively involved
Emphasis on applying knowledgeto new situations and issues
Professors role is to coach and facilitate
Teaching and assessing are separate
Teaching and assessing areintertwined
TEACHER CENTERED
Assessment is usedto monitor learning
Emphasis is on theright answers
Desired learning isassessed indirectly
Focus is on a single discipline
Assessment is used topromote and diagnose learning
Emphasis is on generatingbetter questions and learning
from errors
Desired learning is assessed directly
Approach is compatible with interdisciplinary learning
Culture is competitiveand individualistic
Culture is collaborative,cooperative, supportive
LEARNER CENTERED
Reflection
What elements of the teacher-centered focus are embedded in the culture of NIU?
What elements of the learner-centered focus are embedded in the culture of NIU?
Shifting from a Teaching Focused to a Learning Focused
Institution
Reflection on Teaching
How did you get to be a good teacher?
What Good Teachers Do
Understand learning theoryPrepare carefullyIdentify learning outcomesConsider instructional strategiesRespect their studentsAssess their students and themselves
Bane, K. What Good Teachers Do
Facilitating Learning: The Seven Principles for Good Practice
1. Student-Faculty Contact 2. Cooperative Learning 3. Active Learning 4. Prompt Feedback 5. Time on Task 6. High Expectations 7. Respect for Diverse Talents and Ways
of Learning
Assessment should be viewed as“ a strategy of inquiry into student
learning and actions taken to improve student learning.”
According to the HLC:
From the HLC powerpoint presentation Making a Difference in Student Learning: Assessment as a Strategy of Inquiry
1. How are your stated student learning outcomes appropriate to your mission, programs, degrees, and students?
2. What evidence do you have that students achieve your stated learning outcomes?
3. In what ways do you analyze and use evidence of student learning?
Guiding Questions - Student Learning
4. How do you ensure shared responsibility for student learning and assessment of student learning?
5. How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning
6. In what ways to do you inform the public and other stakeholders about what and how well your students are learning?
Guiding Questions - Student Learning
Relatively Easy Changes Faculty Can
Make to Enhance Learning
Course Design Instead of…. Try…….
Letting the textbook determine the content of the course
Focus the course on the specific learning outcomes for the course
Instruction Instead of…. Try…….
Focusing on “getting through the material”
Using Classroom Assessment Techniques to make sure students understand before moving on to the next concept
Feedback Instead of…. Try…….
Trusting students understand when they don’t seem to have any questions.
Asking students to demonstrate what they have learned through a one minute paper or summary and the end of the class period.
Quizzes Instead of…. Try…….
Giving points for quizzes that count toward the final grade.
Use quizzes frequently to see how students if students are progressing in their learning.
Exams Instead of…. Try…….
Returning exams without discussion
Conducting an analysis of which items students missed, and figure out how to help them understand.
Rubrics Instead of…. Try…….
Returning the rubric to the students with your evaluation of their performance
Aggregating your student’s performance on each dimension of the rubric to see in what areas they are having problems.
Course Structure Instead of…. Try…….
Moving forward even if students are lagging behind.
Readjusting the syllabus or offering additional resources and support for those students who haven’t yet grasped the material.
Program Level Assessment Instead of…. Try…….
Having a huge list of every single concept to be learned in the program
Identifying the top five or six things you want students to know or be able to do and map those outcomes to the courses in the curriculum.
Assessment Instead of…. Try…….
Conducting an assessment program without telling the students about it…
Making the learning outcomes for the course and program explicit to the students so they know what is expected of them.
Assessment Instead of…. Try…….
Collecting tons of data
Focus on a few key learning outcomes and collect, discuss and analyze that data.
Assessment Instead of…. Try…….
Attempting to revise an entire course.
Take one class or lesson (this semester!) and try to approach it differently.
Reflection
What can you do to help transform NIU toward a culture of student learning?
Northern Illinois University
March 2009
Susan HatfieldWinona State University
Leave No Outcome Behind:Teaching, Learning &
Assessment
