THE INSTITUTE ON INSTITUTIONAL EFFECTIVENESS & ASSESSMENT “WRITING EDUCATIONAL (a.k.a.: STUDENT LEARNING) OBJECTIVES” University Library Multi-Purpose

THE INSTITUTE ON INSTITUTIONAL EFFECTIVENESS &

ASSESSMENT

“WRITING EDUCATIONAL (a.k.a.: STUDENT LEARNING) OBJECTIVES”

University LibraryMulti-Purpose Room, Second Floor

Wednesday, October 31, 20071:00 p.m. – 3:00 p.m.

Eva J. HarrisCoordinator, Institutional Effectiveness & Assessment

[email protected](318) 429-7220

• Unit Goals

• Unit objectives/outcomes

• Background information

• Characteristics of effective outcomes

• Incomplete outcomes

• Practice writing objectives/outcomes

Overview of Session

Session Outcomes:Session Outcomes: At the end of this session, participants will

be able to… Write effective goals & student centered learning

outcomes using guidelines & information provided.

Differentiate between outcomes which focus on student learning & activities.

Understand the difference between goals versus outcomes when describing a learning community.

Write measurable objectives using the IE sample model

A Learning Framework

Curriculum

Pedagogy

Learning Environment

Assessment

Learning

A Learning Design

Stage Key DesignQuestions

DesignConsiderations

Design Criteria

Curriculum:Identify desiredoutcomes

What is worthy andrequiring ofunderstanding?

Alumni and industryperspectivesProfessional standardsProgram strengthsFaculty expertise

Enduring ideasDiscipline-based workUncoverage ofmisconceptionsWill engage studentsAttainable, measurable

Pedagogy:Plan teaching andlearningexperiences

What learningexperiences andteaching promoteunderstanding? Whichones inspire?

Research-basedrepertoire of learningand teaching strategies

Leads to desiredoutcomesEngagingReflectiveSelf-adjustingFeasible

Assessment:Determineacceptableevidence

What is evidence ofunderstanding?

Categories of outcomesContinuum ofassessment methodsMatch of outcomes andmethods

Of continuing interestImportant informationCritical to scopeDiscipline-based workFeasible

(Wiggins & McTighe, 1998)

Background:

Requests for coordinators to update University/Divisional/Department surveys

Necessity to know current outcomes Revisit assessment projects which

examined outcomes in 2000.

Benefits of Formulating Objectives & Learning Outcomes

Form the basis of assessment at the course, program, and institutional levels.

Provide the direction for all institutional activity.

Inform students about your intentions and expectations.

Goals …•Clearly define what the students are expected to learn. •Identify what students can expect to know when the course is complete.

Outcomes… • Specific goals or expectations as established for students in a particular educational setting.

• Must be defined in specific manner manner before the learning process.

• Must be measurable to evaluate whether or not it was achieved .

• Must identify specific markers or goal posts that allow students to see whether they are achieving the intended outcome the intended outcome.

Success… The degree to which one meets or exceeds a meets or exceeds a specific goal or outcome specific goal or outcomes.

Goals versus Outcomes

Don’t confuse outcomes

Outcomes…describe what students will learn.

Activities…describe what students will do

Examples:

• To provide hands-on experiences within the discipline

• Develop program of study/graduation plan

• Provide opportunities for students interact with faculty

Effective Outcomes…

Are student-focused •Focus on learning resulting from an activity rather than the activity itself the activity itself

•Reflect the institution’s mission & the values it represents

• Focus on important, non-trivial aspects of learning that are credible to the public

Effective Outcomes… (continued)

•Align at the course, academic program & institutional levels

Focus on skills & abilities central to the discipline & based on professional standards of excellence

Are general enough to capture important learning, but clear & specific enough to be measurable clear & specific enough to be measurable

Focus on aspects of learning that will develop & endure but that can be assessed in some form

Audience

•Who the outcome pertains to

Behavior

•What the audience will know/be able to do

Condition•Under what conditions or circumstances

•Degree How measured

Components of Outcomes

Outcomes

Improve professional skills Educate students about campus

resources Increase interaction with the

department Develop problem solving and group

interaction skills interactions skills Demonstrate positive citizenship

Creating Your Plan

Outcomes Learning Outcomes

List one outcome

SUSLA Activities or Interventions Classes or experiences

which promote this comes

How/where is this outcome promoted.

Assessment Plan Evidence or artifacts to

be examined

What you will examine to determine whether outcome has been achieved

Example of Action Verbs&Types of Learning

Cognitive Learning

Knowledge—to recall or remember facts without necessarily understanding them

Comprehension—to understand and interpret learned information

Application—to put ideas and concepts to work in solving problems

Analysis—to break information into its component to see interrelationships

Cognitive Learning Synthesis—to use creativity to compose and design something original

Evaluation—to judge the value of information based on established criteria

Example of Action Words

Affective Learning-

accept, , appreciate, attempt, challenge, defend, dispute, join, judge, praise, question, share, support

Examples of Action Words

articulate, define, indicate, name, order, recognize, recall, reproduce, list, tell, describe, identify, show, label, tabulate, quote

classify, describe, discuss, explain, express, interpret, contrast, associate, differentiate, extend, translate, review, suggest, restate

apply, compute, give examples, investigate, experiment, solve, choose, predict, translate, employ, operate, practice, schedule

analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, distinguish, examine, investigate, interpret

arrange, assemble, collect, compose, construct, create, design, formulate, manage, organize, plan, prepare, propose, set up

appraise, assess, defend, judge, predict, rate, support, evaluate, recommend, convince, conclude, compare, summarize

PAR-IEP -Harris, EJ (07-07)

Group Exercise

OUTCOME STATEMENT: A. Students will….. B. Learn what ….. C. Under these circumstances/conditions D. This level of efficiency/effectiveness Outcome Statement: Outcome Statement:

SOUTHERN UNIVERSITY AT SHREVEPORT

INSTITUTIONAL EFFECTIVENESS UNIT PLAN OF ACTION

UNIT GOALS:

Objectives(Measurable)

Performance Indicators(Assessment Criteria)

Anticipated Performance Outcomes(Assessment Results)

Methodologies Used Impact to University

IEPU: _____________________________________________REPORT PERIOD: _________________________________UNIT HEAD: _______________________________________

Preparation of I. E. Form 1

1. Provide your unit name

2. Identify your reporting period

3. Unit Goals addresses the Institutional Goals

4. What do you expect to achieve with this

objective? What results do you expect to see

at the end of the year? What will measure

and verify the achievement of this objective?

5. Quantifiable measurement. A particular

value or characteristic used to measure output

or outcome; also measure of service quality,

performance efficiency and customer

satisfaction

6. What do you expect to achieve

with this objective? What results do

you expect to see at the end of the

year? What will measure and verify

the achievement of this objective?



Performance Outcomes

(Assessment Results)

Tangible Evidence of Results

Recommendations(Barrier/Problems)

Impact to University

Critical Needs(If Applicable)

UNIT GOALS:

IEPU: _____________________________________________REPORT PERIOD: _________________________________UNIT HEAD: _______________________________________

Preparation of I. E. Form 1SOUTHERN UNIVERSITY AT SHREVEPORT

INSTITUTIONAL EFFECTIVENESS REPORT

3. The results of assessment the department

will discuss & determine a

course of action to improve

upon those results.

1. What do you expect to

achieve with this

objective? What

results do you expect

to see at the end of

the year? What will

measure and verify

the achievement of

this objective?

2. Identify the measurable

outcomes that shows the

objective or goal has been

met. Summarizes results

from the assessments

conducted in that term

4. Adjustm

ents that re

sult from

reviewing the o

utcomes.


SAMPLE


UNIT PLAN OF ACTION

UNIT GOALS:

1. To cultivate an awareness of assessment across the campus.


Performance Indicators(Assessment Criteria)

Anticipated Performance Outcomes


Methodologies Used Impact to University

1a. Participants of the

Spring Assessment

Workshop will indicate in the evaluation form that they understand the components of the Institutional Effectiveness process and educational outcomes assessment and that they find the Institutional Effectiveness Model useful.

2a. Administrative units, academic departments, as well as educational support programs will use the Guidelines for Institutional Effectiveness Planning to develop an institutional effectiveness plan in stating clear goals, measurable objectives, and evaluation methods by July 1st

1a. Linking administrative and academic unit performance to university strategic goals, intergovernmental mandates and accreditation standards.

1b. Enhanced data collection reflected through greater consistency in reporting. During the fund year schedule 70% of the respondents to a locally developed satisfaction with services survey responses will indicate that they “agree” or “strongly agree” with the Office of Institutional Effectiveness/Assessment’s use of the institutional effectiveness process and the Institutional Effectiveness Model.

80% of all participants will indicate in the evaluation form that they understood the components of the Institutional Effectiveness process and education outcomes assessment process.

2a. Participants will indicate the most meaningful thing they learned during the workshop.

1a. An evaluation form will be used to gather feedback from participants of the Spring Assessment workshop.

1b. The minute paper method will be used to gather what participants have learned and what questions they still have in mind.

Will provide continual review process to assess compliance with institution role, scope , mission, and

Inter- governmental mandates affecting Institutional Effectiveness and the University.

IEPU: _Office of Assessment Coordinator_________________REPORT PERIOD: _2007-2008________________________UNIT HEAD: _Mr. Martin Fortner_______________________




Performance Outcomes


Tangible Evidence of Results

Recommendations(Barrier/Problems)

Impact to University

1a. Participants of the Spring Assessment

Workshop will indicate in the evaluation form that they understand the components of the Institutional Effectiveness process and educational outcomes assessment and that they find the Institutional Effectiveness Model useful.

1a. 85% of all participants indicated in the evaluation form that they understood the components of the Institutional Effectiveness process. However, participants still had questions regarding measurable objectives. Some felt that many of their objectives could not be easily measured.

1a. Responded through e-mails to questions raised in the minute papers.

1b. Met with department/program heads to address questions on Institutional Effectiveness planning.

1c. Will provide more examples of measurable objectives and educational outcomes in future workshops.

1d. Will continue to provide hands-on experience for future workshops.

1a. The Department of Planning, Assessment and Research team continue to provide leadership and support of all university units activities regarding Institutional Effectiveness organizational coordination and communication.

1b. To budget adequate funding to department administration to implement effective data reporting and collection.

1a. Keeping in compliance with Federal, State mandates,

University Self-Study Guide 2000, and Self-Study Follow-up Action Plan 2000, improved data management through consistent format reporting, database storage and integrative data sharing via Banner.

Critical Needs(If Applicable)

1a. Performance Based Budgeting System and Student Learning Outcome Assessment System software

(Mind Gate).

UNIT GOALS:

1. To cultivate an awareness of assessment across the campus.

IEPU: Office of Assessment Coordinator___________________REPORT PERIOD: _2007-2008________________________UNIT HEAD: Mr. Martin Fortner_________________________



SAMPLE


To Summarize or Report

For each learning outcome: Describe what you did Report what you found Plan what you are going to do


Documents

THE INSTITUTE ON INSTITUTIONAL EFFECTIVENESS & ASSESSMENT “WRITING EDUCATIONAL (a.k.a.: STUDENT LEARNING) OBJECTIVES” University Library Multi-Purpose