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Step #1: Outcomes

Writing Intended Student Learning Outcomes Outcomes describe specific learning behaviors that students should exhibit in the context of the program/discipline/course.

Outcomes are the specific skills, values and attitudes students should exhibit that reflect the broader goals (e.g., for students in a freshman writing course, this might be “students are able to develop a cogent argument to support a position”). Often in the assessment literature, “objectives”and “outcomes” are used interchangeably.

“A student drove himself so hard that he missed the learning curve.” - Pun of the Day

From Here, Go Anywhere

Step #1: Outcomes

Effectives Outcomes Use action words that specify definite, observable behaviors.

Indicate an appropriate level of attainment.

Are assessable through one or more indicators.

Comprehensively and meaningfully define a goal.

Are realistic and achievable.

Use simple language.

“Two mathematicians arguing about even numbers were at odds.” – Pun of the Day

From Here, Go Anywhere

Step #1: Outcomes

From Here, Go Anywhere

Step #1: Outcomes

From Here, Go Anywhere

Step #1: Outcomes

Difficulty Writing Outcomes?

For each of your stated goals, what are the specific student behaviors, skills, or abilities that would tell you this outcome is being achieved?

Ideally and briefly, what would a skeptic need (what evidence needs to be present, what specific behavior needs to be visible) in order to see that your students are achieving the major outcomes you have set out for them?

In your experience, what evidence tells you when students have met these outcomes – how do you know when they’re “getting” it?

Program Goal Program Outcome

Step #1:

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Outcomes

Curriculum Mapping Required Courses Depth of Coverage ABC 101 ABC 110 ABC 200 ABC 210 ABC 220 Outcome 1 Basic Introduction or Review Advanced Application X X X ABC 295 X X Goal 1 Basic Introduction or Review X X X Outcome 2 Advanced Application X X Basic Introduction or Review X X X Outcome 3 Advanced Application X X Goal 2 Basic Introduction or Review X X Outcome 4 Advanced Application X X

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Step #2: Measures

Identify & Review Existing Assessment Measures What information on student learning/performance do you currently collect? What assessments are administered?

Direct and Indirect Measures How do these data sources relate to your newly articulated outcomes? Does the data provide rich understanding?

Are there gaps between the information you collect and your outcomes? What other information do you need to have to understand whether students are meeting these outcomes?

ACC 201 Outcome 1:

Accounting Cycle

Outcome 2:

Closing Entries

Outcome 3:

Financial Statements

Step# 2:

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Measures

Outcome-Assessment Comparison Matrix Homework (HW)1 HW2 Quiz1 HW3 Midterm X X X X X X X X X

Step #2:

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Measures

Outcome-Test Item Matrix ACC 201 Homework 2 Question1 Question 2 Question 3 Question 4 Question 5 Outcome 1 (75% of Questions) Outcome 2 (25% of Questions) Outcome 3 (Bonus Question) X X X X X

Step #2: Measures

From Here, Go Anywhere Assess at Specific Points in Time or Over Time? Think about the length and scope of the assessment techniques you are currently administer or you’d like to implement.

“Education is what survives when what has been learned has been forgotten.” - B. F. Skinner

Step #3:

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Results

Establish Minimum Competency What constitutes exemplary, satisfactory, needs improvement (e.g., rubrics/scoring guides with examples of A/B/C/F-level work)?

What are your realistic expectations (e.g., 90% will graduate/pass)?

“The great difficulty in education is to get experience out of ideas.” - George Santayana

Step #3:

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Results

Collect Data & Compute Actual Results Determine when and how to collect the data.

For course-based assessment data



faculty of selected courses administer assessments and compile their results.

Lead Deans decide how to collect and enter the course-based assessment data for analysis.

Compare expectations against actual results.

“You can observe a lot by just watching.” “We made too many wrong mistakes.” - Yogi Berra

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Step #3: Results

From Here, Go Anywhere

Step #3: Results

From Here, Go Anywhere

Step #4: Highlights & Enhancements

Closing the Loop: Interpreting and Using the Results Highlights Analyze the assessment measure data and cite evidence that confirms the program/discipline/ course is accomplishing its intended outcome.

Enhancements Cite evidence that identifies areas for improvement and state enhancement strategies/activities planned for the coming year that address these areas.

Implement planned strategies the following year (Fall 04) and report their impact (Spring 05).

From Here, Go Anywhere Other Noted Data Note all significant trends, developments, accomplishments, issues, opportunities, threats, etc.. that were NOT cited elsewhere in the report.

Make this the “brag book” portion of the report (e.g., faculty accolades, regional/state/national awards).

Step #5: Other Noted Data

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Programmatic Outcomes

Programmatic Outcomes Top portion of the report form (between the Background/Descriptive Section and the Student Learning Outcomes Section).

Apply same process to the non student portion of the report.

Programmatic outcomes ensure your program’s viability (e.g., FTEs, headcounts, modernized equipment).

Closure Activity

From Here, Go Anywhere Writing Intended Outcomes and Selecting Appropriate Assessment Measures

(Time Permitting) Write an outcome Then pick a… course Measure, rubric and/or test item time to collect way to collect