Transcript Assessment Workshop: Aligning Exams to Course Learning

Assessment Workshop 1:
Aligning Evaluation Instruments to
Learning Objectives
Marta Colón de Toro, SPHR
Assessment Coordinator
College of Business Administration
UPR-Mayagüez
January 2007
Purpose
Review institutional and program learning
goals
 Revise current practices in student’s
learning evaluation techniques
 Make a case for the importance of
aligning evaluation strategies with learning
goals
 Reinforce the need to maintain course
portfolios

Institutional Learning Goals
CBA’s Learning Goals
Course 101
Learning Objectives
Lesson 1, 2, 3
Sub- objectives
Course 201
Learning Objectives
Lesson 1, 2, 3
Sub- objectives
Course 301
Learning Objectives
Lesson 1, 2, 3
Sub- objectives
Course 401
Learning Objectives
Lesson 1, 2, 3
Sub- objectives
Assessment and Evaluation
of Learning
Institutional Learning Outcomes*
By the time of their graduation, UPRM students will be
able to:
 Communicate effectively.
 Identify and solve problems, think critically, and synthesize
knowledge appropriate to their discipline.
 Apply mathematical reasoning skills, scientific inquiry
methods, and tools of information technology.
 Apply ethical standards.
 Recognize the Puerto Rican heritage and interpret
contemporary issues.
 Appraise the essential values of a democratic society.
 Operate in a global context, relate to a societal context,
and demonstrate respect for other cultures.
 Develop an appreciation for the arts and humanities.
 Recognize the need to engage in life long-learning.
*Currently under revision by the General Education Assessment
Ad-hoc Committee
CBA’s Learning Goals*
The academic programs at College of Business Administration at
UPR - Mayagüez are intentionally designed to help students
achieve the following educational goals upon graduation.
 Interpersonal Skills
 Information Technology Skills
 Ethical and Professional Behavior
 Supervisory Skills
 Research skills
 Entrepreneurship – (Innovation, business plan development)
 Business management knowledge and skills with national and
international perspective
 Problem Solving
 Project Management
 Business Major-Related Knowledge, Skills and Abilities
* Currently under revision by the Academic Affairs Committee
ESOR 4025 Learning Objectives
Upon completing this course the student will be able to:
 Recognize the study of organizational behavior as
essential in the modern workplace.
 Explain how human behavior affects the effectiveness
of business operations.
 Analyze “people problems” in organizations from
different cultural perspectives.
 Discuss the importance of ethics in organizations.
 Describe the nature of groups and their impact in
organizations.
 Apply major motivation and leadership theories to real
business situations.
Hierarchy of Human Needs – A. Maslow
Self
Realization

A satisfies need is no
longer a motivator

Lower-level needs
should be relatively
satisfied before we
experience higherlevel needs

Esteem
Social
Managers should
know their employees’
needs
Security
Physiological
Evaluation of Learning
Following you’ll read part of a conversation among friends. Interpret each statement
and answer the matching that follows.
Luis:
“We all have an uncertain future. I just revised my living expenses and if inflation continues
increasing, when I retire I won’t even have money to eat."
Marlene:
“I am so proud of my work! I feel so motivated! People think I work too much, but I don’t mind. I
feel complete because of my job.."
Sally:
“I can’t wait to retire! I just want to be with my family and dedicate time to my friends".
Gloria:
“I’m just going to excel in my job. The only thing I will take with me when I retire is the recognition
I have received.”
Henry:
“My case is different. As a newlywed I can risk it for now. I just need to be sure of not loosing my
job. I’ll have time to think what I’m going to do when I retire.
Which need does each of the group members seem to be experiencing according Maslow’s theory?
1.
Henry seems to be experiencing ____
a. Physiological needs
2.
Gloria seems to be experiencing _____
b. Security Needs
3.
Sally seems to be experiencing _____
c. Social Needs
4.
Marlene seems to be experiencing _____
d. Esteem Need
5.
Luis seems to be experiencing ____
e. Self-realization Needs
Assessment vs. Evaluation
Assessment
 measures learning
(cognitive, affective
and/or psychomotor) to provide
feedback and
encourage student
improvement
FORMATIVE
Evaluation
 measures learning
(cognitive, affective
and/or psychomotor) to assign a
grade that
represents level of
achievement
SUMMATIVE
Bloom’s Taxonomy (Cognitive Domain)
Compare &
contrast,
critique, justify

Evaluating
Key Verbs
Adapt, combine,
compare, contrast,
design, generate

Synthesizing
Correlate, diagram, distinguish,
outline, infer

Analyzing
Determine, develop, compute,
utilize, conduct

Applying
Classify, explain, discuss, give
examples, summarize

Comprehending
Knowing

Define, describe, list, enumerate
Student’s Learning
Level of Learning:
 Knowledge
The student is able to:
 Draw out factual answers, recall, recognize

Comprehension

Translate, interpret and extrapolate

Application

Apply knowledge to new or unfamiliar
situations

Analysis

Break down into parts, forms

Synthesis

Combine elements into a new pattern

Evaluation

Explain why something, someone, complies
(does not comply with some criteria
Bloom’s Taxonomy
Evaluation
Model
Questions
Synthesis
Analysis
Application
Comprehension
Knowledge
Defend,
criticize,
compare
Create, develop,
design
Distinguish, relate, contrast,
differentiate, write conclusions
What would happen, judge the effects, solve
Classify, show, tell, match, explain,
Who, what, why, when, where, which one, how,
define, choose, how much, select, match
Workshop: Let’s get to work!
In pairs:
 Discuss the general learning goals for one of
your courses.
 Review at least one test for each course.





Analyze several questions identifying the level of
learning it intends to measure
Identify which learning goal each question
addresses
Check for proportional amount of questions for
each intended goal
Check for adequate mix of type of questions
Evaluate general design, format and grammar
Tips when designing an exam







Identify which learning goals you want to
measure
Identify the learning level at which students are
expected to learn them
Design questions or exercises that effectively
measure the goal at the appropriate level
Determine the appropriate amount of questions
to measure each goal
Use different type of questions
Check for grammar correctness
Write clear instructions
Next Steps:
 Confirm
that your course’s learning goals
are outcomes-based
 Work with at least one course, to assure
alignment of evaluation instruments with
learning goals
 Document in your course portfolio
 By Dec 2007 course portfolio for every
course must be ready