honing student learning objectives: beginning the assessment process 1 november 4, 2009
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Honing Student Learning Honing Student Learning Objectives: Beginning the Objectives: Beginning the Assessment ProcessAssessment Process
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November 4, 2009
Assessment Council Membership Nancy Dubetz (ECCE) [email protected] Salita Bryant (English) [email protected] *Robert Farrell (Lib) [email protected] Judy Fields (Econ) [email protected] Marisol Jimenez (ISSP) [email protected] Teresita Levy (LA&PRS) [email protected] Carl Mazza (SWK) [email protected] Vincent Prohaska (Psych)
[email protected] Lynn Rosenberg (SLHS) [email protected] Robyn Spencer (History) [email protected] Minda Tessler (Psych) [email protected] Janette Tilley (Mus) [email protected] Esther Wilder (Soc) [email protected]*Committee Chair
Administrative Advisor – Assessment Coordinator
• Ray Galinski - [email protected]
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Committee ChargeCommittee Charge Develop written strategic plan for campus assessment
of student learning, which will include:• definitions of key terms for campus assessment practices• articulation of reporting procedures• articulation of responsible parties• recommendations for departmental processes for assessing learning goals• recommendations on incentives for faculty participation in assessment
Develop and promote a culture of assessment on campus
Act in an advisory capacity to Provost [Deans’ Council] for developing campus assessment goals
Act in an advisory capacity to departments and individual faculty to facilitate assessment efforts
Work with campus Assessment Coordinator to create cross-departmental assessment teams and partnerships.
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Middle States Standards & Middle States Standards & AccreditationAccreditationStandard 14: Assessment of Student Learning:
Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.
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TimelineTimeline
Spring 2011• Middle States report due April 1• Second completed assessment cycle of student learning goals• Analyze evidence•Report on how assessment results were used (May)
Ongoing assessment
This semester – Fall 2009This semester – Fall 2009
Again, this fall we will have:articulated our learning objectives
for our programs/majors.identified the learning
opportunities in our curricula where students demonstrate learning objectives. This will be sent in to your associate deans by February 19.
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Next SemesterNext SemesterDevelop a way of measuring/evaluating
student performance in the mastery of that objective.
Gather evidence of student learning related to the objective you’ve selected.
Analyze this evidence (or plan to do so in Summer / Fall 2010).
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Fall 2010Fall 2010We’ll continue (or start) analyzing data/results
from evidence evaluated.We’ll be acting on the assessment results this
process has yielded. (This may include curricular tweaks to improve students’ opportunity to master the objective assessed, designing new learning opportunities, rethinking content sequencing between courses, etc.) This will need to be documented by January and reported in the April 2011 report.
Begin gathering evidence on the next objective your program will want to look at.
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Workshop Refining Learning Workshop Refining Learning Goals & ObjectivesGoals & Objectives
Goals, Objectives, OutcomesGoal - A broad statement of desired outcomes – what we hope
students will know and be able to do as a result of completing the program/course. They should highlight the primary focus and aim of the program. They are not directly measurable. Rather, they are evaluated directly or indirectly by measuring specific objectives related to the goal.
Objective - Sometimes referred to as intended learning outcomes, student learning outcome (SLO) or outcome statements. They are clear, brief statements used to describe to a specific, measurable action or task that helps achieve the target (goal).
Outcomes - the learning results – the end results -- the knowledge, skills, attitudes and habits of mind that students have or have not taken with them as a result of the students’ experience in the course(s) or program.
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EXERCISE 1EXERCISE 1(Set Up Groups)Work on Reviewing Outcomes for
Programs/Departments using the rubric provided.
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AssessmentAssessmentAssessment really begins with 1)
selecting a learning objective you’re particularly concerned about, 2)looking for the key learning opportunities and work produced by your students related to that objective, 3) then finding a tool to evaluate the work in order to see if students are in fact mastering the objective.
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Direct vs. Indirect Direct vs. Indirect EvidenceEvidenceDirect evidence of student learning is
tangible, visible, self-explanatory evidence of exactly what students have and haven’t learned.
Indirect evidence provides signs that students are probably learning, but evidence of exactly what they are learning may be less clear and less convincing.
While indirect evidence (feedback/surveys) can be useful, direct evidence is often best for getting concrete indications that students are learning what we’re hoping they’re learning.
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Direct vs. Indirect Direct vs. Indirect EvidenceEvidenceExamples of Direct Evidence: Embedded course assignments (written/oral) Department wide exams (blueprinted) Standardized tests (blueprinted) Capstone projects (with rubric) Field experiences Pre-Test Post-Test
Examples of Indirect Evidence: Student satisfaction results Alumni perceptions Exit interviews Placement rates into careers and/or graduate school Honors, awards and scholarships Course grades
(Refer to the green sheet for additional examples)
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EXERCISE 2: Connecting Outcomes EXERCISE 2: Connecting Outcomes to Curriculum and Identifying to Curriculum and Identifying Appropriate Assessment Appropriate Assessment InstrumentsInstruments
Outcome/Learning Objective
Evidence Course
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2.
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4.
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Learning OpportunitiesLearning OpportunitiesDo our courses provide the
learning opportunities for students to master your program’s objectives?
If so, identify specific assignments or exercises where students demonstrate the mastery of those objectives.
If not, such opportunities can be designed.
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How This All Fits How This All Fits Together!Together!
16http://assessment.uconn.edu/mapping1.htm
Curriculum MappingCurriculum MappingCurriculum mapping gives you a picture
of where the learning opportunities for students to acquire, develop, and demonstrate mastery of learning objectives are located in your course offerings.
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What we’ll be doing next What we’ll be doing next semester!semester!Two workshops:
• Developing tools to evaluate and measure our evidence.
• Using assessment results to
improve student learning.
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The Next WorkshopThe Next Workshop
Developing… RubricsChecklistsRating scales...to evaluate evidence collected.
Blueprinting exams for assessment.
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How Can Rubrics Be Used to How Can Rubrics Be Used to Assess Program Learning Goals?Assess Program Learning Goals?
Embedded course assignmentsCapstone experiencesField experiencesEmployer feedbackStudent self assessmentsPeer evaluations
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Action ItemsAction ItemsNow:Select objective of concern to assess.Identify the learning opportunities in
curricula where students perform the learning objective.
Next semester: Develop a way of measuring/evaluating
student performance of that objective.Gather evidence of student learning
related to the objective you’ve selected.
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Parting thought…..Parting thought…..The purpose of defining goals and
assessing learning is to improve learning through teaching. Teaching lies primarily in the hands of the faculty members, and good learning cannot happen without their commitment and dedication. Assessment, first and foremost, is a tool for faculty members to use as they do their very best to teach their student well.
Middle Commission of Higher Education
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Please share your thoughts Please share your thoughts with us!with us!You will find a small sheet on which to jot
a few thoughts. Take a minute to let us know:
• Some things you’ve learned from these workshops.
• Some things you’d like to know more about.
• Topics for other workshops going forward.
THANK YOU FOR ALL OF YOUR HARD WORK!
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ReferencesReferencesSuskie, L. (2004). Assessing student learning:
A common sense guide. San Francisco: Anker Publishing Co., Inc.
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