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GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Outline
•Student Learning at Gustavus
(What matters most?)
•Student Learning Outcomes
(What do we want our students to learn?)
•Evidence and Assessment of Student Learning
(How do we know if our students have learned?)
•Accreditation and Student Learning Outcomes
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
“Among the public’s many expectations of higher
education, the most basic is that students will learn,…”
“Effective assessment is best understood as a strategy for
understanding, confirming, and improving student
learning.”
From “Student Learning, Assessment, and Accreditation,”
The Higher Learning Commission
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
“I approach teaching exactly the way I approach scientific
research. I have clear goals. I have clear measurements. I
figure out what the past research says and what the
guiding principles are. I guide what I do by that, and I
measure if it works. And if it doesn’t work, I try something
different until it does.”
Nobel laureate Carl Wieman, physicist and science
educator
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
The Big Picture: Who Contributes to Student Learning?
Learning
Faculty
Tutors
Lab Assistants
Resource Staff
Coaches
Music Directors
Chaplains
Advisors
Residential LifeStaff
Support staff
Peers
Student Activities Staff
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
At the completion of this session, participants will:
•Define “student learning outcome”.
•Recognize student learning outcome statements.
•Translate knowledge, skills, abilities, and dispositions into
student learning outcomes.
•Distinguish between student learning goal and student
learning outcome.
•Formulate student learning outcomes for their general
education area.
•Justify the role of student learning outcomes throughout
the institution.
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
“Learning outcomes are statements describing our
intentions about what students should know,
understand, and be able to do with their
knowledge when they have graduated.”
Huba, M. E. & Freed, J. E. (2000). Learner-centered assessment
on college campuses: Shifting the focus from teaching to
learning. Boston: Allyn & Bacon.
Student Learning Outcomes
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Making connections throughout the institution
Student Learning Outcomes
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Of what value are clearly articulated Student Learning Outcomes?
•Provide direction for our instruction
•Inform students about our intentions and expectations
•Focus on lasting results
•Form a basis for our assessment
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
What is the difference between a learning goal and a learning outcome?
Goal: “broad and long-term descriptions of
learning expectations”
Learning Outcome: “specific descriptions of
expectations that…learners can demonstrate when
they complete a course, program, or
baccalaureate degree”
Driscoll, A., & Wood, S. (2007) Developing Outcomes-Based
Assessment for Learner-centered Education. Sterling, VA:
Stylus.
Student Learning Outcomes
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Goals and Outcomes
Goal
Outcome Outcome Outcome Outcome
Student Learning Outcomes
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Goals and Outcomes
GOALS
• Broad
• General
• Abstract
• Not easily
validated
Student Learning Outcomes
OUTCOMES
• Narrow
• Precise
• Concrete
• Can be validated
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Example: Dental Health 101
GOAL:
Understands proper
dental hygiene
Student Learning Outcomes
OUTCOMES
Outcome 1: Identify the
active ingredient in
toothpaste
Outcome 2: Explain why
teeth should be cleaned
twice a year
Outcome 3: Describe how poor
dental hygiene can lead to
poor overall health
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Student Learning Outcomes
Students will ( or will be able to):
<<action verb>>
<<learning object>>
by <<criterion>>.
Student Learning Outcomes
Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,” The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Student Learning Outcomes: Examples
Journalism:
Write a news story in the proper inverted pyramid format.
Machine Technology:
Demonstrate basic shop safety and safe attitudes in all
class activities.
Graphic Arts:
Create visual sketches of a variety of fundamental
graphic imaging techniques.
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Student Learning Outcomes
•Learner-centered
•Specific
•Action oriented
•Cognitively appropriate for the program level
•Measurable
Student Learning Outcomes
Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,” The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Levels of the Cognitive Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Levels of Cognitive Domain•R
emember or recall information
Level 1: Knowledge
•Understanding information
Level 2: Comprehension
•Use ideas, concepts, and actions to solve problems
Level 3: Application
•Use critical thinking
Level 4: Analysis
•Put together the parts to form something new
Level 5: Synthesis
•Make judgments based on evidence or defined criteria
Level 6: Evaluation
Driscoll, A., & Wood, S. (2007) Developing Outcomes-Based
Assessment for Learner-centered Education. Sterling, VA: Stylus.
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Verbs associated with each level of the cognitive domain:
•ask, define, draw, fill in, identify, label, list, listen, match, memorize, name, observe, recall, record, recite, repeat, select
Level 1: Knowledge
•defend, describe, discuss, distinguish, document, explain, estimate, express, generalize, identify, locate, paraphrase, recognize, report, restate, review, tell
Level 2: Comprehension
•change, classify, compute, construct, dramatize, draw, demonstrate, employ, illustrate, interpret, manipulate, operate, sequence, show, solve, test, translate, use, write
Level 3: Application
•appraise, calculate, categorize, contrast, debate, defend, diagrams, differentiate, dissect, distinguish, experiment, inventory, map, relate, solve, subdivide, survey, test
Level 4:Analysis
•appraise, compare, conclude, contract, criticize, decide, discriminate, justify, rate, recommend, select, state, summarize, support
Level 5: Synthesis
•assemble, compose, construct, create, design, formulate, hypothesize, invent, manage, organize, plan, prepare, produce, propose, set up, speculate
Level 6: Evaluation
Driscoll, A., & Wood, S. (2007) Developing Outcomes-Based
Assessment for Learner-centered Education. Sterling, VA: Stylus.
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Student Learning Outcomes
Course Outcomes
• Realistic, measurable
• Relate to program outcomes
• Connect courses to one
another systematically
• Build upon each other to
create an integrated whole
Program Outcomes
• Critical, broad
• Knowledge and skills develop
over time in increasing
sophistication
• Integrate skills and
knowledge
• Describe what all students
will be able to do at
completion
Pagano, N. “Defining and Assessing Program Outcomes,” The Higher Learning Commission Assessment Workshop, Lisle, IL. 22 July, 2010.
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Defining Student Learning Outcomes
Initial question:
What knowledge, skills, abilities, and dispositions should
the ideal student (graduating from Gustavus)
demonstrate (in this general education area)?
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Defining Student Learning Outcomes Activity
The College of Lake Wobegon“where all the students are above average”
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Defining Student Learning Outcomes Activity
•Learner-centered
•Specific
•Action oriented
•Cognitively appropriate for the program level
•Measurable
Student Learning Outcomes
Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,” The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Student Learning Outcomes
Analyze the economic, environmental, and societal effects
of farmers markets on the prairie culture.
Evaluate the factors of production sustaining the prairie
economy.
Demonstrate organization of a potluck dinner.
Develop skills in researching the historical context of
prairie life.
Demonstrate mastery of nonconfrontational rhetoric
through conflict free debate.
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
At the completion of this session, participants will:
•Define “student learning outcome”.
•Recognize student learning outcome statements.
•Translate knowledge, skills, abilities, and dispositions into
student learning outcomes.
•Distinguish between student learning goal and student
learning outcome.
•Formulate student learning outcomes for their general
education area.
•Justify the role of student learning outcomes throughout
the institution.
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Assessment Cycle (Spiral)
Mission
Identify outcomes
Gather Evidence
Interpret Evidence
Implement Change
adapted from Assessing for Learning (2004) by Peggy L. Maki
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Examples of Evidence of Student Learning
Direct
Performance-Based
• Assignments
• Projects
• Portfolios
• Papers
Perceptions
Exams and Tests
• Standardized exams
• Local exams
• Licensure exams
Indirect
Surveys
• National surveys
• Local surveys
• Program/dept surveys
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
The Higher Learning Commission Criteria for Accreditation
Criterion One: Mission and Integrity
Criterion Two: Preparing for the Future
Criterion Three: Student Learning and Effective
Teaching
Criterion Four: Acquisition, Discovery, and
Application of Knowledge
Criterion Five: Engagement and Service
SLIDE CATEGORY TITLE
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Criterion Three Statement: The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its institutional mission.
Core Component 3a. The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.
The Higher Learning Commission Criteria for AccreditationAddressing Student Learning Outcomes
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
Student Learning Outcomes
What do we want our students to learn?
How do we know if our students are learning (what we
want them to learn)?
That’s what it’s all about!!
GUSTAVUS ADOLPHUS COLLEGE gustavus.edu
STUDENT LEARNING OUTCOMES
A little learning is a dangerous thing;Drink deep, or taste not the Pierian
spring:There shallow draughts intoxicate the
brain,And drinking largely sobers us again.
Alexander Pope, An Essay on Criticism (1711)