Transcript Slide 1

The Practitioner’s Guide
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
using what we learn from assessment
to improve student learning.
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
Here’s a Six Step Expanded Version of the Assessment Cycle
Mission
6. Share Results.
5. Analyze and Use Results to
make changes and improve
learning
4.
Assess Student
Learning
1. Identify Broad Goals
2. Identify Outcomes
3. Identify learning activities
to achieve student outcomes
Adapted from Kent State University Model
A Strong Assessment Plan
Begins with a Solid
What is a Mission Statement?
A mission statement is a short description of the
general purpose of your department. It captures in a
few sentences, the essence of your department. The
mission statement tells:
1. Who you are?
2. What is your purpose?
3. What do you do?
4. Who do you serve?
5. How do you serve them?
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A Prize-Winning Mission Statement also…
• Must be aligned with the University.
• Inspires commitment.
• Is reviewed every 5 years.
• Is easily understood.
• Reflects your department’s niche.
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Criteria Checklist for a
Mission Statement
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Identifies Purpose
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Who is served
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How they are served
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Clear
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Concise
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Aligned with University Mission
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Contributes to Assessment
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In a comprehensive, connected University assessment planning process,
ALL MISSION STATEMENTS are ALIGNED.
University Mission
Division Missions
Academic Affairs and Administration & Finance Mission
College Missions
College of Liberal Arts, Science & Technologies
Graduate Programs and Professional Studies
Academic Dept/Programs, Support Services, Student Development,
Administration & Finance Department Mission Statements
Gallaudet’s Learning Assessment Cycle
University Mission
AA and A&F Division Mission
College Mission
Academic Department/Support Service/Student Development/Service Unit Mission
6. Share Results
5. Use Results for Improved Learning
1. Identify Learning Outcomes
2. Offer Learning Opportunities
3. Offer Learning Opportunities.
4. Assess Learning
Step 1: Identify Broad Goals
What are Academic Goals?
Goals are broad, general statements of the intentions of
your university, program or course. Goals become
more assessable as they move from the broadly stated
University level to the specific program or course level.
The following pages contain lots of examples.
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 Learning Outcome Statements
Institutional Level Outcomes, Program Level Outcomes, Service Level Outcomes
Institutional Level
More Specific
Specific
General
(Based on a college’s or university’s mission
statement, educational philosophy, or
educational objectives)
Communicate in and out of the classroom through
both the use of sign communication and written and
spoken English.
Program Level
(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)
Levels of Specificity
Specific
Broad
Classroom
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.
Step 2: Write 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
Assessable student learning outcomes can be measured at the institution, program or course level.
See the chart on the next page.
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.
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Step 3: Identify learning activities to achieve student outcomes.
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.
A Match made in Heaven
or is it!
Designing Learning Opportunities
What’s wrong with this match up between the learning outcome and
the learning opportunity?
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 4 - Assess Student Learning
Students should be given multiple
and varied opportunities to demonstrate
what they have learned.
One size does NOT fit all!
Which of these assessment methods do you use?
Direct vs Indirect Assessment Methods
Direct
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Student Presentation
Student Portfolios
Exhibitions
Employer Ratings
Ratings of a Field Exp by Supervisor
Capstone Experience
Classroom Assignments
One-on-one Interviews
Essays Using a Rubric
Demonstration of Ability using a Rubric
Test and Exams
Scores on licensure/certification
exams
Use of a Scoring Rubric
Indirect
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Focus Groups
Surveys
Group Interviews
Student ratings of their Knowledge and
Skills
Narrative Reflections
Graduation Rates
Placement Rates of Graduates into
appropriate Career Positions
Recent Graduates’ Staring Salaries
Alumni Surveys
Voluntary Gifts from Alumni and
Employers
Reputation of Graduate and
Professional Programs into which
alumni are accepted.
Step 5…
What have you and your students learned?
Analyze Your Results
Analyze Your Results
Analyze Your Results!
Share Assessment Results
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Students
[email protected]
Blackboard
Within Departments
Deans and Directors
Faculty Governance
Provost and President
Alumni
Annual Report
On the Green and Buff and Blue
Accrediting Agencies
Funding Agencies
GPRA
Progress Report.
How am I doing?
Step 7 - Use the results to make changes and improve student learning.
Use Assessment
Data
to Make Changes and
Improve
Student Learning
More on reporting and using assessment data in the Assessment Handbook.
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