Student Learning Outcomes Workshop

September 26th, 2007

What is Assessment?

Assessment is the systematic gathering and analysis of information to inform and improve student learning in the context of specific educational goals

Assessment Cycle

Develop Plan

Collect Information

Review Results

Revise Program

Why is assessment necessary?

Demanded by accrediting body

From Middle States: “Assessment of student learning demonstrates that

the institution’s students have knowledge, skills, and competencies consistent with institutional goals and that students at graduation have achieved appropriate higher education goals…In order to carry out meaningful assessment activities,

institutions must articulate statements of expected student learning at the institutional, program, and individual course levels…

Course syllabi or guidelines should include expected learning outcomes…Assessment is not an event but a process and

should be an integral part of the life of the institution”

Why is assessment necessary?

Demanded by accrediting body Want it to be based on internal vs.

external standards Spellings Report/ AAC&U Debate

Feedback for department Accountability to students

Assessment vs. Grading

More informative Details what skills have been attained Gives feedback on how to improve

Absorbs individual differences in evaluation

More focused on long-term retention

Qualitative data is more valued

Assessment steps 1. Develop learning objectives 2. Check for alignment between

curriculum & objectives

3. Develop an assessment plan 4. Collect assessment data 5. Use results to improve the program 6. Routinely examine the assessment

process & correct as needed

Important distinctions:

Mission: broad vision of purposes & values of program

Program goals: broad statement re knowledge, values, & skills acquired through student’s program of study

Learning objectives: operationalize program goals

Example: Psychology Dept. Muhlenberg College Mission Statement: The Psychology Department at Muhlenberg

College is a vibrant department with an active faculty and involved students. Through research and coursework, independent theses and informal interactions, the psychology faculty offer students a superior undergraduate experience and strive to fulfill the mission of the college as well as addressing the goals outlined below.

Psychology Dept. Muhlenberg College: Program Goals: students will…

Know the theories, models, and findings of psychology

Develop effective writing, speaking, and listening skills

Learning Objectives: students can… write a report in APA style make an argument supported by

available evidence and reason

Example: U Arizona Math Dept.

http://math.arizona.edu/resources/headoffice/mission.html

Examples: www.Assessment.gmu.edu/ProgramGoal

s/index.html

Communications: http://www.assessment.gmu.edu/ProgramGoals/CHSS/comm-BA/IGoals.cfm

Economics: http://www.assessment.gmu.edu/ProgramGoals/CHSS/econ-BA/IGoals.cfm

Art History: http://www.assessment.gmu.edu/ProgramGoals/CHSS/arth-BA/IGoals.cfm

1. Defining Learning Objectives

Use active verbs to describe a behavior that demonstrates learning

Identify expected depth of processing

Distinguish between absolute and value-added expectations

Exercise: Learning Objectives

Communications students can… speak more effectively when seeking to inform or

persuade.

analyze material written by others in order to effectively interpret and share that material with an audience.

access the information society including basic procedures for effective research, internet access, and writing.

How to: Top-Down

Look at mission statement

AUP Mission statement

General Education Goals: The goal of an AUP education is

ultimately to nurture the development of individuals to become independent thinkers, adaptable lifelong learners, and active contributors to society. Students are encouraged to translate intellectual endeavor into civic responsibility, and to apply the lessons of history to today’s exigencies and those of the future.

General Education Pillars: I: Knowledge and Perspectives

To (examine the influence) of the written word and other media

To apply methods that describe, predict, and intervene in the natural and social worlds

II: Intellectual skills Speaking & debating effectively in public Working efficiently in teams

III: Contexts IV: Creativity and Production

How to: Bottom-up

Look at catalog, syllabi, assignments, & examinations

How to cont’d Discuss with colleagues the value-

added of studying your discipline Describe ideal graduate of program Ask students, alumni, & employers Look at other departments and/or

professional associations Look at criteria for acceptance into

graduate program

2. Aligning to curriculum

Check whether/when learning objectives are introduced and reinforced

More important learning objectives are introduced earlier

Summative learning objectives are built into senior projects

How to: Alignment

Alignment matrix (example) Helps identify whether courses

and/or learning goals should be adjusted

Course L.O. 1 L.O. 2 L.O. 3 L.O. 4 L.O. 5 L.O. 6

100 I I

120 I P

200 P P P

204 P

300 P P

329 D P

400 P D

480

490 D D D DI = Introduced P = Practiced D = Demonstrated

Example Alignment Matrix

3. Developing an Assessment Plan

Multi-year program Select multiple measures Select sample of students

Start small, with areas most competent in

Annual report as record of ongoing assessment

Assessment plan itself should be continually evaluated

Assessment Plan Matrix

Learning Objective

How aligned in curriculum

How assessed

When/ How often?

Examples:

http://www.oir.uiuc.edu/assessment/plans/english_department.htm

http://programs.weber.edu/assessment/participants/assessment%20plan/physicsap.htm

4. Collect Assessment Data

Want different assessment techniques to triangulate (see handout)

Direct (performance) vs. indirect (perception)

Collecting student work Writing samples @ diff stages, senior projects

Exit & Alumni surveys External evaluators Scoring Rubrics

Analytic Rubric for Grading Oral Presentations

Below Expectation

Satisfactory Exemplary Score

Organization

No apparent organization. Evidence is not used to support assertions. (0-2)

The presentation has a focus and provides some evidence that supports conclusions. (3-5)

The presentation is carefully organized and provides convincing evidence to support conclusions (6-8)

Content The content is inaccurate or overly general (0-2)

The content is generally accurate, but incomplete (5-7)

The content is accurate and complete. (10-13)

Style The speaker appears anxious & uncomfortable… dependent on notes… (0-2)

The speaker is generally relaxed & comfortable, but too often relies on notes.(3-6)

The speaker is relaxed & comf, speaks without depending on notes.(7-9)

Total Score

Assessment Cycle

Develop Plan

Collect Information

Review Results

Revise Program