Transcript Assessing Student Learning Outcomes

Assessing Student
Learning Outcomes
In the Context of SACS Re-accreditation Standards
Presentation to the Dean’s Council
September 2, 2004
SACS Expectations for Campus
Planning and Evaluation
• “The institution engages in ongoing, integrated,
and institution-wide research-based planning
and evaluation processes that incorporate a
systematic review of programs and services that
– (a) results in continuing improvement, and
– (b) demonstrates that the institution is
effectively accomplishing its mission.”
Carolina has been proactive in planning
and defining strategic priorities to
accomplish our mission…
Examples:
• The Academic Plan: Priorities for accomplishing the
academic mission
• Budget Planning Process: Connecting budget planning
to University priorities
• The Master Plan: Designing physical elements of the
campus to support our mission
• The Financial Plan: Identifying resources necessary to
support the mission, goals, and priorities
Carolina also systematically evaluates
effectiveness in accomplishing our mission
and strategic goals at the University level…
Examples:
• Measures of Excellence: institutional quality indicators benchmarked
against peers
• The Academic Plan Metrics: Indicators of progress in strengthening
the academic experience we offer students, and achieving other
priorities
• Five Year Financial Plan: evaluation of the adequacy of resources
and support services necessary to realize the University’s mission.
• Diversity Assessment Project in 2004-05
• Honor and Integrity Assessment, 2003-04
• Intellectual Climate Assessment, late 1990s
• Documenting involvement in public service
SACS: Special Emphasis on
Documenting How We Evaluate
Outcomes of Educational Programs
• “The institution:
• Identifies expected outcomes for its educational
programs and its administrative and educational support
services;
• Assesses whether it achieves these outcomes; and
• Provides evidence of improvement based on analysis of
those results.”
• “The institution demonstrates that each educational
program for which academic credit is awarded
…establishes and evaluates program and learning
outcomes.”
Most Important: Assessing
Student Learning Outcomes
• Focus is on assessing what are students are able to:
– Know (cognitive),
– Think (attitudinal)
– Do (behavioral)
as a result of the educational program.
• Purpose: To obtain information that can be used by
program faculty to answer the following questions:
– Are our students learning what we think is important?
– Are they learning what they need to succeed in this field or
profession?
– Are we improving in our ability to help students learn?
– Should our curriculum or teaching strategies be modified?
– Are there other techniques or additional resources that would help
our students learn more effectively?
Student Learning Outcomes
Assessment Differs from….
• Program Review Process -- focuses primarily on
measuring program inputs (quality of entering students, faculty
resources, etc.) and outcomes that are important to other areas of
the mission but not directly related to student learning (e.g.,
research productivity)
• End-of-Course Instructor Evaluations –
measure student perceptions about individual teaching behaviors,
not actual learning.
• Individual Student Evaluations – assessment for
program improvement purposes is based on aggregated student
performance data; not intended to give feedback to student.
Steps in Student Learning
Outcomes Assessment
• Define intended educational outcomes
• Identify methods of measuring outcomes:
– Where in the curriculum or program would we expect
that learning to occur?
– When and how data are collected
• Administer assessments
• Review results and use to make decisions
regarding program improvement
• Repeat assessments in subsequent cycles to
track improvements, change, trends, relevancy
Student Learning Outcome
Assessment Techniques
Direct
• Standardized tests
• Performance on licensure or
professional exams
• Essays
• Exhibits
• Performances
• Course assignments
• Portfolios of work samples
• Authentic assessments
• Job placement rates
Indirect
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Student surveys
Graduate follow-ups
Focus groups
Exit interviews
Opportunities for Measuring
Student Learning Outcomes
•
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Capstone courses
Thesis/dissertation
Internships
Embedded in assignments/examinations in
specific courses in the curriculum
Note: Programs do not have to measure every outcome every
year using all students. A multi-year plan to assess specific
outcomes on a staggered basis is more effective in terms of the
reality of the time available and the capacity of the faculty to
process the results and determine how to make improvements.
Important Points About Assessing
Student Learning Outcomes
• A faculty-owned and managed process
• Objective is to provide feedback to the faculty about
how well they are meeting their program goals; not an
administrative tool for making decisions regarding
program cuts.
• Added benefit: Assessment results provide objective
information that can be used in program review or
budget planning to document the need for additional
resources necessary to improve student learning.
• “Closing the Loop” – Documenting how you used
results to make program improvements is as
important to SACS as the actual results of the
assessment.
The Process of Assessing Student
Learning Outcomes at Carolina
• We need to demonstrate that assessment is a
permanent, on-going process, not just an event in
conjunction with SACS.
• SACS expects to see documentation on assessment
activities from every program.
• Use what you are already doing as much as possible:
– Standards/requirements of professional associations and
discipline-based accrediting bodies
– Local methods of assessing learning
• Training and technical support available from:
– Office of Institutional Research & Assessment
– Center for Teaching and Learning
– Outside consultants as needed
Timeline for 2004-05
• Sept 2004: Deans appoint coordinators within schools
to oversee and report assessment activities
• Sept-Oct 2004: Training and technical assistance
provided to program areas by Provost’s Office
• Jan 2005: Deans submit assessment plans from all
program areas to Provost’s Office for review and
feedback.
• June 2005: Deans submit reports on 2004-05
assessment activities, findings, and use of results for
improvements
• Future cycles: Reports and new plans for future years
due at academic year-end