Transcript Slide 1

The Practitioner’s Guide
Writing and Using Learning
Goals/Outcomes at
Different Levels
The A-Team
Assessment Team
Campus Presentation
Presentation GOAL
The goal of this presentation is to articulate
the assessment process that will be used
to produce a comprehensive, University-wide
process for assessing student learning and
institutional effectiveness.
Assessment is not one more plan to be filed away;
assessment is a circular planning process
that goes on and on and on and on!
GU Archives of Plans
Continuous Assessment Cycle
4. Using Results
3. Assessment
1. Learning Outcomes
2. Learning Opportunities
Linda Suskie, Moving Ahead with Assessment,
April 30, 2007
Step 1: Writing a Mission Statement
A Strong Assessment Plan
Begins with a Solid
In a comprehensive, connected University
assessment planning process,
ALL MISSION STATEMENTS are ALIGNED.
University Mission
Academic Affairs and Administration & Finance Mission
College Mission
Academic Dept/Programs, Support Services, Student Dev.,
A&F Service Mission Statements
GU’s Teaching & Learning Assessment Cycle
University Mission
AA and A&F Division Mission
College Mission
Academic Department/Support Service/Student Development/Service Units Mission
5. Share Results
4. Use Results for Improved Learning
1. Identify Learning Outcomes
2. Offer Learning Opportunities
3. Assess Learning
Checklist for a Mission Statement
A mission statement identifies…
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Purpose
Core Values
Who is served
How they are served
A mission statement is…
 Clear
 Concise
 Short enough to Recite from Memory
 Contributes to Assessment
All mission statements are aligned with the University’s mission.
Step 2: Writing student learning outcomes.
Learning Outcomes
Learning outcomes are statements of
what students will:
(1) Know & Understand = Cognitive
(2) Be Able to Do = Psychomotor
(3) Value/Appreciate = Affective
From broad to specific…
Learning outcomes can be
stated broadly at the
University level and more
specifically at the program and
the course/activity level.
MSA: Levels of Student Learning Goals/Outcomes
“Assessment of student learning is done at the institutional, program, and course/activity level…
These levels are interconnected, complimentary, and reciprocal…MSA is not concerned with
the hierarchical structure an institution adopts when defining its goals. It is concerned that
the institution develops a coherent set of goals, that those goals stem from the
institutional mission, and that goals at the subordinate levels contribute to the attainment of
goals at the higher levels… The most important step in developing successful methods for
evaluation student learning is to develop meaningful, clear, and realistic goals for student
learning at the course/activity, program, and institutional level.”
Middle States Commission on Higher Education, Student Learning Assessment (2003)
Levels of Specificity
Specific
Broad
Course
and
Activity Level
Program/
Department
Level
Adapted from Huba & Freed (2000). Learning
Centered Assessment on College Campuses.
University
Level
College/
School
Level
Division
Level
Specific Outcome
Broad Outcome
History
Lesson
Recognize the
similarities &
differences between
religious practices.
History 101
Identify the
characteristics
of human cultures.
Academic
Affairs
University
Level
Demonstrate
the cultural
Understand the
competencies
interrelations
necessary to
Recognize
within and among succeed in a
human cultural diverse cultures
global community.
differences.
and groups.
History
Dept.
Specific Outcome
Broad Outcome
Career Center
Demonstrate
the cultural
Understand the
competencies
interrelations
necessary to
Recognize
within and among succeed in a
human cultural
diverse cultures
global community.
differences.
and groups.
CAPSS
CC Activity
Demonstrate cultural
sensitivity during a
global internship.
Career Center
Identify the
cultural dynamics
of working in a
diverse workforce.
Academic
Affairs
University
Level
Specific Outcome
Broad Outcome
Student Accounts
University
Student
Accounts
Student Accounts
Workshop
Convert American
money for a global
experience.
Understand
foreign currency
exchange.
Administration
and Finance
Develop skills
necessary to work in
a diverse workforce.
Demonstrate
the cultural
competencies
necessary to
succeed in a
global community.
Now that you can write learning outcomes at the
university, program, and course level, it is time to
match educational experiences with desired
student learning outcomes. And remember that
all courses, extra-curricular activities, academic support, and service
programs contribute to student success!
A Match made in Heaven.
Designing Learning Opportunities
Learning Outcome
Students will be able to:
1. Discuss main ideas in fiction.
Learning Opportunities
To achieve this outcome, students will
be engaged in these learning activities:
1.
Read Moby Dick.
2.
Make a collage of important scenes.
3.
Quiz on sequence of events.
4.
Discuss film version of novel.
5.
Group Project: Re-tell the story from
Moby Dick’s point of view.
Step 3: Learning Opportunities
Designing Learning Opportunities
What’s wrong with this picture?
Learning Outcome
Students will be able to:
1. Discuss main ideas in fiction.
Learning Opportunities
To achieve this outcome, students will
be engaged in these learning activities:
1.
Read Moby Dick.
2.
Make a collage of important scenes.
3.
Quiz on sequence of events.
4.
Discuss film version of novel.
5.
Group Project: Re-tell the story from
Moby Dick’s point of view.
Levels of Learning Outcome Statements
Institutional Level Outcomes, Program Level Outcomes, Service Level Outcomes
Institutional Level
(Based on a college’s or university’s mission
statement, educational philosophy, or
educational objectives)
More Specific
Communicate in and out of the classroom through
both the use of sign communication and written and
spoken English.
Specific
Program Level
General
(Department, division, school or service
within an institution)
Students receive support in writing research
papers for various courses. (TIP)
Service and Course Level
(Service or activity in which students
are engaged)
Students know how to use the English
Works! website to look up grammar rules.
Maki, P. Assessing for Learning, AAHE and Stylus Publication (2004)
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Specific Outcome
Broad Outcome
Career Center
Demonstrate
the cultural
Understand the
competencies
interrelations
necessary to
Recognize
within and among succeed in a
human cultural
diverse cultures
global community.
differences.
and groups.
CAPSS
CC Activity
Demonstrate cultural
sensitivity during a
global internship.
Career Center
Identify the
cultural dynamics
of working in a
diverse workforce.
Academic
Affairs
University
Level
University
Levels of Specificity
Specific
Broad
Program/
Department
Classroom/
Activity
Adapted from Huba & Freed (2000). Learning
Centered Assessment on College Campuses.
Division
College/
School
Institutional, Program, and Course/Activity
Student Learning Outcome Statements
UG Learning Outcomes
Program
Students will:
Course/Activity
Students will:
Inquiry and Critical Thinking
Academic Advising – Analyze
info for the purpose of making
informed career decisions.
Use knowledge gained from
MBTI, Skills Inventory, and
advising conferences to select a
major that is compatible with
their interests and abilities.
Human Experience and
Knowledge
Multicultural Affairs –
Understand human experiences
around the world.
Identify the similarities and
differences of different cultures.
Communication and
Literacy
Biology - Develop the ability to
communicate scientific
concepts.
Use scientific technology in
written lab reports.
Values, Ethics, and Social
Responsibility
A & F Internship Program –
Apply ethical standards during
internship experience.
Identify ethical practices that
reflect on the integrity with
which an employee performs his
duties.
Looking for Guidance
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[email protected]
Assessment Handbook - ask Janice Johnson
Assessment Resource Room – E150
Assessment.Gallaudet.edu
My Gallaudet – Office of Assessment
Campus Consults - See List on Website