Assessing Student Learning

in General Educationรองศาสตราจารยสภาพ ณ นครผอำานวยการสำานกวชาศกษาทวไป

มหาวทยาลยขอนแกน

Assessment, according to Baehr Z2004X is a process

used for improving quality. Assessment leads to improvement for both

the Assessor and The Assessed. Assessment is critical for growing life long learning skills and

elevating performance in diverse educational

contexts.

In teaching and learning, assessment could be defined as

a systematic process to determine how for the teaching and learning have achieved its stated learning outcomes so

that decision and further action could be made to improve the teaching and learning process.

As an educational programme is delivered through courses and

lessons it is ultimately imperative to assess the courses

and its lessons.

Outcomes-Based-Learning Definitions :

Competency implies an emphasis on the integration of knowledge, skills and attitudes in performance rather than on acquisition of knowledge and theory as an end to itself The core of a competency-based, outcomes focused curriculum is ensure that students will be able to demonstrate their learned capabilities after they have acquired a necessary combination of knowledge, skills, and abilities

What is a Competency Based Outcomes focused curriculum?

The competency-based approach requires :

Functional analysis of occupational roles

Translation of these roles into knowledge, skills and attitudes needed to fulfill

the roles and responsibilities of the field Assessment of learner’s progress on the basis of

their demonstrated performance of these

outcomes for the field of practice

Curriculum Architecture

Program Outcomes/ Competencies

Course Outcomes

Course Competences

AssessmentStrategies

Learner-Centered Design: Active engagement

Real world applications Continuous feedback

Authentic assessments

Active EngagementMove from passive learning to active learningFrom knowledge outcomes : describe discuss, identify, list, explainTo active engagement : apply, integrate, implement, differentiate, or formulate

Active Engagement

Engages students in the learning process by :

Allowing students to use a variety of resources to actively engage in the content Allowing students to experience the application of concepts and models through hands on experiences or observational activities Encourages reflective thinking through dialogue with other students and self

Real World Real World ApplicationsApplications

Applications should reflect real world practice Because most practice

involves working with other people, there should be opportunities to practice

skills collaboratively Type of applications can

include case studies, simulations, real world

projects, etc.

Authentic Assessments Requires in-depth understanding vs. memorization of facts Influenced by prior knowledge, experience, and values Must have relevance to real world challenges Focus’ on outcomes Relies on multiple sources of evidence collected over time and in diverse contexts Are evaluated using professional standards of practice

Discipline-Based VS. Outcome-Based

Discipline-Based Outcomes-BasedContent OutcomesObjectives CompetenciesKnowledge/theory focus

Skills/performance focus

Teacher centered Learner centeredPassive learning Active learningSummative Feedback Formative

(continuous)Feedback

Paper and pencil assessments

Authentic Assessments

Competencies, Instructional Competencies, Instructional Strategies, & AssessmentsStrategies, & AssessmentsProgram

Outcome Descriptio

n

Competency

Descriptions

Instructional

Strategies

Assessment

CriteriaOutcome 1

Competency 1

Competency 2

Outcome 2

Expected Learning Expected Learning OutcomesOutcomes An expected learning

outcome is a formal statement of what students are expected to learn in a course. Expected learning

outcome statements refer to specific knowledge, practical skills, areas of professional

development, attitudes, higher-order thinking skills, etc. that faculty members

expect students to develop, learn, or master during a

course (Suskie, 2004)

Outcomes Should Align to Course Assessments

Foundation for backwards design of assessments

At the level of application and synthesis

Integration of knowledge, skills, and attitudes into practice The integration of knowledge into practice is an essential competence that is confirmed through performance assessment Based on various types of situations likely to be encountered in practice.

Course Learning OutcomesThey specify an action by the students that is observable

They specify an action by the students that is measurable

They specify an action that is done by the students in the real world

Verbs to Avoid There are some verbs that are unclear in the context of an expected learning outcome statement : Know, be aware of, appreciate, learn. Understand, comprehend, become familiar with These words are often vague, have multiple interpretations, or are simply difficult to observe or measure

Course level AssessmentsFrom summative to formative assessments

From terminal to continuous assessment

Move away from psychometrics to authentic assessments

Assessing Student

Learning in General

Education Good Practice Case Studies

Alverno College : General Education Case Study Ability-based curriculum Assessment Performance assessment across the curriculum and it’s focus on self assessment in class Students’ general education is also assessed through external assessments taken at particular points in the student’s program

• Public community college

• The College believed that the six intellectual competency of reading,

writing, speaking listening, critical thinking

and computer literacy were expected to be

developed by the end of students core curriculum

experience at the institution.

Blinn College : General Education Case Study

Reading : ability to analyze and interpret a variety of printed materials.

Writing : ability to produce clear correct and coherent prose-adapted to purpose,

occasion, and audience.Speaking : ability to communicate orally in

clear, coherent, and persuasive language appropriate to purpose, occasion

and audience.Listening : ability to analyze and interpret various forms of spoken communication.

Critical Thinking : Critical thinking embraces method for applying both

qualitative and quantitative skills analytically and creatively to subject

matter in order to evaluate arguments and to construct alternative strategies.

Computer literacy : ability to use computer-based technology in

communicating solving problems and acquiring information.

Coker College : General Education Case Study

General Education Program ขณะนเรยกชอใหมวา Liberal Arts Studies Program (LASP)

LASP = general skills และ Specific Knowledge ซงเรยกรวมกนวา “baskets”

General skills ประกอบดวย Writing, Public speaking, Mathematic/computer science, Non native language, และ Physical education Knowledge in the arts Knowledge in the behavioral sciences Knowledge in the humanities Knowledge in the natural sciences Knowledge in the United Stakes Knowledge in the wider world

LASP assessment program is the result of a process : Academic Profile, an instrument from the Educational Testing Service such as critical thinking.

LASP assessment program is the result of a process : Academic Profile, an instrument from the Educational Testing Service such as critical thinking.

James Madison University : General Education Case

Study The General Education Program called The Human Community. Its overall purpose is

: promoting “the cultivation of habits of the mind and heart that are essential to informedcitizens in a democracy and world community.”

LASP assessment program is the result of a process : Academic Profile, an instrument from the Educational Testing Service such as critical thinking.

Five general education areas were termed clusters. The five clusters are organizational categories that generally reflect standard categories within higher Education in the US.

• Cluster One : skills for the 21st Century includes courses in freshman composition,

oral communication, and critical thinking, and competency tests in basic technology skills and information literacy. Completion of Cluster On is required of all students by the end of their freshman year.• Cluster Two : Arts and Humanities includes courses in historical and philosophical foundations, appreciation of the fine arts, and appreciation and analysis of literature.

ถดไป

ถดไป

• Cluster Three : The Natural World includes one course addressing mathematics and at least two courses Representing different approaches to science, and incorporate a laboratory component.• Cluster Four : Social and Cultural Processes includes two courses based in those aspects of social science that address groups and institutions, one focused on the United States and one focused on global content.

• Cluster Five : Individuals in the Human Community includes two courses,

one based in social science focused on the individual and one addressing college-level health and wellness.

LASP assessment program is the result of a process : Academic Profile, an instrument from the Educational Testing Service such as critical thinking.

The goal of assessment of the General Education Program is to provide results that can inform our faculty about the growth and development of JMU students all areas of the program. JMU has designed analytic strategies to be employed with general education assessment data, Four important educational research questions frame the of our analytical strategies. These research questions focus on the following :

• Differences. Do students learn or develop more if they have successfully completed courses when compared to students who have not (i.e., no coursework completed compared to those that have completed one course or two courses)?• Relationships. What is the relationship between assessment out-comes and relevant program indicators (i.e., course grades)?• Change. Do students change over time?• Competency. Do students meet our expectations?