refining your assessment plan: session 1
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Refining Your Assessment Plan: Session 1. Goals and Learning Outcomes Ryan Smith and Derek Herrmann University Assessment Services (UAS). Introductions. Ryan Smith, Director, UAS Derek Herrmann, Coordinator, UAS Assessment Advisory Council (AAC) Assessment Academy Team. Introductions. - PowerPoint PPT PresentationTRANSCRIPT
REFINING YOUR ASSESSMENT PLAN: SESSION 1Goals and Learning OutcomesRyan Smith and Derek HerrmannUniversity Assessment Services (UAS)
INTRODUCTIONS• Ryan Smith, Director, UAS• Derek Herrmann, Coordinator,
UAS• Assessment Advisory Council
(AAC)• Assessment Academy Team
OVERVIEW OF PRAAP
• Process for the Review of Academic Assessment Plans
• Two years before Program Review (and one year before Self-Study)
• AAC members and UAS staff• Use an established rubric
OVERVIEW OF PRAAPElements Undeveloped Developing Established Exemplary
Goals and Learning OutcomesDirect Evidence of Student LearningIndirect Evidence of Student LearningUse of the Results
GOALS AND LEARNING OUTCOMES• Goals: broad statements
concerning knowledge, skills, or values that faculty expect graduating students to achieve
• Learning outcomes: describe the kinds of things that students know or can do after instruction that they did not know or could not do before
GOALS AND LEARNING OUTCOMES• Benefits of formulating goals and
learning outcomes– Form the basis of assessment at
the course, program, and institutional levels
– Provide direction for all instructional activity
– Inform students about the intentions of the faculty
GOALS AND LEARNING OUTCOMES• Identifying potential goals and
learning outcomes– Research– Reflection– Collaboration– Consensus
GOALS AND LEARNING OUTCOMES• Depth of processing
– Knowledge – to know specific facts, terms, concepts, principles, or theories
– Comprehension – to understand, interpret, compare and contrast, explain
– Application – to apply knowledge to new situations, to solve problems
GOALS AND LEARNING OUTCOMES• Depth of processing (cont’d)
– Analysis – to identify the organizational structure of something; to identify parts, relationships, and organizing principles
– Synthesis – to create something, to integrate ideas into a solution, to propose an action plan, to formulate a new classification scheme
– Evaluation – to judge the quality of something based on it adequacy, value, logic, or use
GOALS AND LEARNING OUTCOMES• Effective learning outcomes should:
– Focus on the learner, not the teacher – on what students will learn, not on what faculty will teach
– Explain how students can demonstrate mastery of program goals
– Comprehensively define each goal– Use active verbs that specify definite,
observable behaviors– Identify the depth of processing that faculty
expect– Distinguish between absolute and value-added
expectations
CURRICULUM MAPPING• Alignment
– Involves clarifying the relationship between what students do in their courses and what faculty expect them to learn
– Identify gaps when the alignment between their curriculum and learning objectives is analyzed
CURRICULUM MAPPING• Alignment
– Often curricular changes made to improve student learning opportunities before program assessment data are collected
CURRICULUM MAPPING• Cohesive curriculum
– Systematically provides students opportunities to synthesize, practice, and develop increasingly complex ideas, skills, and values
– Focusing on learning objectives allows faculty to evaluate and improve curricula and can lead to the development of new policies and procedures
CURRICULUM MAPPINGCourse Goal 1 Goal 2 Goal 3 Goal 4
111 X X
138 X X
200 X X
231 X X X
331 X X
340 X X
392 X X X X
CURRICULUM MAPPINGCourse Goal 1 Goal 2 Goal 3 Goal 4
111 X X
138 X X
200
231 X X X
331 X X
340 X X
392 X X X X
CURRICULUM MAPPINGCourse Goal 1 Goal 2 Goal 3 Goal 4
111 I I
138 I I
200 P I
231 P P P
331 P D
340 D P
392 D D D D
CURRICULUM MAPPINGCourse Goal 1 Goal 2 Goal 3 Goal 4
111 I I
138 I I
200 P I
231 I P P
331 P D
340 D P
392 D D D D