the institute on institutional effectiveness & assessment “writing educational (a.k.a.:...
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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?
PAR-IEP -Harris, EJ (07-07)
Objectives(Measurable)
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.
PAR-IEP -Harris, EJ (07-07)
SAMPLE
INSTITUTIONAL EFFECTIVENESS REPORT
UNIT PLAN OF ACTION
UNIT GOALS:
1. To cultivate an awareness of assessment across the campus.
Objectives(Measurable)
Performance Indicators(Assessment Criteria)
Anticipated Performance Outcomes
(Assessment Results)
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_______________________
Preparation of I. E. Form 1
PAR-IEP -Harris, EJ (07-07)
Objectives(Measurable)
Performance Outcomes
(Assessment Results)
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_________________________
Preparation of I. E. Form 1
INSTITUTIONAL EFFECTIVENESS REPORT
SAMPLE
PAR-IEP -Harris, EJ (07-07)
To Summarize or Report
For each learning outcome: Describe what you did Report what you found Plan what you are going to do
PAR-IEP -Harris, EJ (07-07)