Assessment 102 - St. Norbert College
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Transcript Assessment 102 - St. Norbert College
Assessment 102
Developing Program Goals and
Intended Learning Outcomes
Overview
Topics for this Workshop
Review of the Assessment Process
Steps in the Process and Common Obstacles
Assessment Goals and Objectives
Rationale and Objectives
Key Terms and Distinctions
Sources & Origins: How and Where to Begin
Types of Goals: Cognitive, Behavioral, Affective
Writing Goals and Objectives
Evaluating Your Goals and Objectives
Sample Departmental Goals and Objectives
Review: The Assessment Process
State the broad educational purposes and goals of your
program
State your more specific objectives and intended outcomes
Select appropriate assessment methods and measures;
establish target criteria
Gather data using assessment methods & measures chosen
Analyze and interpret findings; report to stakeholders
Identify, implement changes to your educational program
Revise assessment objectives, methods, measures, criteria
as appropriate
Obstacles and Stumbling Blocks
3 Cardinal rules for those undertaking
assessment and evaluation
The tendency to focus on process rather
than outcomes
Assessment as an “add-on”
Skepticism RE “new ideas” in higher ed.
Disagreements among colleagues
Goals and Objectives: Rationale
“If you don’t know where you’re going, you’ll
probably end up somewhere else”
Campbell, 1974
Goals and Objectives: Rationale
Goal-Setting and Goal-Directedness as
Markers of Successful Individuals and
Organizations
The Importance of Modeling Goal-Setting
and Goal-Directedness for our Students
The Central Role of Faculty in Articulating
Program Goals and Objectives
Goals and Objectives: Rationale
Why Goals and Objectives MUST Come
First in the Assessment Process
Why they Often Don’t
Consequences
Goals and Objectives: Defined
Goals
Statements
regarding general aims or purposes of
education
Broad, long-range intended outcomes
Used primarily in policy-making, planning
Objectives
Brief,
more specific statements describing the
intended learning outcomes of a program
Focus is on features students expected to exhibit
Objectives and Outcomes
Objectives (continued)
The
intended consequences of instruction,
curricula, programs, educational activities
What students are expected to know, do, value
Outcomes
The
actual or achieved results or consequences
of instruction, curricula, programs, or activities
Writing Goals and Objectives:
How to Develop Them and Where to Begin
Open Discussions--your ideal students?
What
can they do, what do they know, what do
they value (at various points in your program)?
What achievements do you expect of graduates
(career, lifestyle, citizenship, aesthetic
appreciation)?
What skills, knowledge, & values are necessary
for entry level work or graduate study?
Writing Goals and Objectives:
How to Develop Them and Where to Begin
Collect & Review Documents Describing
Your Program
Brochures,
catalogue descriptions, accreditation
reports, general education reports, missions
Review & React to External Input
National
organization, professional association,
accrediting bodies, strong programs in field
(especially any relevant assessment plans)
Writing Goals and Objectives:
How to Develop Them and Where to Begin
Collect and Review Instructional Materials
Syllabi,
course outlines, assignments, tests,
textbooks (especially tables of contents,
introductions, summaries)
Use Goal Inventories or Other Tools
Types of Goals & Objectives
Knowledge (Cognitive Outcomes)
Skills (Behavioral Outcomes)
Attitudes (Affective Outcomes)
Cognitive Objectives:
What we expect students to know
Knowledge
(e.g.,define,describe, identify, list, match,recall)
Comprehension (e.g., explain,paraphrase,summarize)
Application (e.g., apply, relate, use in new situations)
Analysis (e.g., compare/contrast, differentiate, analyze)
Synthesis (e.g., compose, create, design, produce)
Evaluation
(e.g., assess, critique, defend, grade, judge, prioritize
Behavioral Objectives
What we expect students to be able to do
General Description
Learned
observable behaviors
Contexts and Areas of Application
Performing
arts, professional programs,
technical/trade programs, athletics, etc.
Sample skills
Oral
& written communication; presentation;
interpersonal problem-solving; managerial,
laboratory, music/art performance skills
Affective Objectives
What we expect students to value or believe
Categories (Krathwohl et al. 1964)
Potential Problems
attitudes, beliefs, values, goals, expectations,
interests, appreciation of…(person, object, goal,
place)
Can’t be measured directly, often inconsistent w/
behavior, disagreement over conceptual, operational
definitions
Benefits
Status, development of values and beliefs
Writing Goals & Objectives
NCTLA Model
Assessable goals state…
What
is to be learned (knowledge,skills,values)
What level of learning is expected
In
c.f., Bloom’s or Krathwohl et al. Taxonomies
what context the learning is revealed
Example
Students will be able to apply logical and ethical
principles to personal &social situations
Writing Goals & Objectives
(Source: Assessment Workbook, Ball State U)
Essential Components
Optional Components
Behavior--actions indicating objective achieved
Object--identify focus of learning (knowledge, skill,etc)
Target Groups--subgroups (when objectives differ)
Conditions--when, where behavior must be shown
Performance Criteria--form of behavior, min. level
Performance Stability--frequency, duration, stability
Example
After analyzing & interpreting info from public opinion polls, the
graduating journalism major will be able to communicate results to
at least 3 different audiences in written, oral, & graphic forms
Guidelines for Evaluating Objectives
Number of objectives limited (3-5)?
Refers to student behaviors?
Clear, simple language; action verbs?
Is outcome reasonable, achievable?
Objective assessable by multiple methods?
Objectives validated by colleagues?
Assessing important outcomes? Troublesome
ones? Results of new initiatives?
Sample Objectives and Intended
Learning Outcomes
Books (e.g., by Nichols, J.O. et al, Agathon Press)
Internet
A practitioner’s handbook for institutional effectiveness and
student outcomes implementation
Assessment case studies: Common issues in implementation w
various campus approaches to resolution
The departmental guide and record book for student outcomes
assessment and institutional effectiveness
http://www2.acs.ncsu.edu/UPA/survey/resource.htm
Local
g:\zurarm\assessment\sample.plans\
What’s Next:
The Assessment Process Revisited
State the broad educational purposes and goals of your
program
State your more specific objectives and intended outcomes
Select appropriate assessment methods and measures;
establish target criteria
Gather data using assessment methods & measures chosen
Analyze and interpret findings; report to stakeholders
Identify, implement changes to your educational program
Revise assessment objectives, methods, measures, criteria
as appropriate
What’s Next:
A More Specific Look at the Next Step
Select Assessment Methods & Measures
Criteria by which to select measures
Strengths & weaknesses of various measures
Matching objectives to measures
Scheduling of, Responsibility for Assessment
Establishing Target Criteria
Level of performance desired? When is objective met?
Do target criteria vary over time (Entry? Graduation?)
What conditions necessary before objective can be met?
Concluding Remarks
Goals & Objectives Needn’t Reflect Present
can
Not all Actual Outcomes are the Intended or
Expected Ones
side
reflect hopes, future; serve as guide
effects & surprises can be informative
Any Progress is Better that Inertia or
Regression
don’t
wait for “perfect” goals or objectives
Need Help?
Books and Periodicals
see
Internet Resources
see
references in this & previous workshop
url’s in this & previous workshop
Local Resources
Upcoming
Workshops
Assessment Newsletter, Brochures
Assessment Committee Members