Leave No Outcome Behind: Teaching, Learning & Assessment Northern Illinois University March 2009 Susan Hatfield Winona State University [email protected].
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Leave No Outcome Behind: Teaching, Learning & Assessment Northern Illinois University March 2009 Susan Hatfield Winona State University [email protected] Plan Assessment Teaching Learning Assessment A few things you need to know 1. Assessment is about student learning Assessment Learning Instrument Driven Outcome Driven National Norms Targets & Goals Trend Lines Relational Data Collection Analysis How do we compare? What does it mean? 2. It isn’t going away 3. You’re probably already doing it Evaluation Assessment Count toward final grade Used to see if students understand Tests Scored and returned Scored, tabulated. returned & discussed; adjustments to syllabus Rubrics Returned to students with grade Returned after being aggregated & analyzed; adjustments to syllabus Quizzes 4. The rules have changed 1990 2000 INDIRECT MEASURES 2010 Indirect Measures of Learning • • • • • • • Alumni, employer, and student surveys (including satisfaction surveys) Exit interviews of graduates and focus groups graduate follow up studies Retention and transfer studies Length of time to degree ACT scores Graduation and transfer rates Job placement rates 1990 2000 2010 INDIRECT MEASURES DIRECT MEASURES Direct Measures of Learning • • • • • • • • Capstone experience Standardized tests Performance on national licensure certification or professional exams Locally developed tests Essay questions blind scored by faculty Juried review of senior projects Externally reviewed exhibitions performances Evaluation of internships based upon program learning outcomes 1990 2000 2010 PROCESS MEASURES OUTCOME MEASURES 1990 2000 2010 CLASSROOM ASSESSMENT PROGRAM ASSESSMENT 1990 2000 2010 INSTITUTIONAL RESPONSIBILITY PROGRAM RESPONSIBILITY 1990 2000 2010 INSTITUTIONAL EFFECTIVENESS STUDENT LEARNING 5. It’s a bumpy ride Evolutionary Trajectories 02 03 04 05 06 07 08 09 Mature Making Progress Beginning 6. It’s all about student learning outcomes Program Level Student Learning Outcomes Students should be able to <<action verb>> <<something>> • Program Level Student Learning Outcomes • • • • Learner Centered Specific Action oriented Cognitively appropriate for the program level COMPREHENSION EVALUATION APPLICATIONANALYSIS SYNTHESIS KNOWLEDGE Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Arrange Analyze Assemble Appraise Collect Calculate Compose Categorize Construct Classify Create Compare Design Debate Formulate Diagram Integrate Differentiate Manage Distinguish Organize Examine Plan Experiment Prepare Inspect Prescribe Inventory Produce Question Propose Separate Specify Summarize Synthesize Test Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Lower division course outcomes COMPREHENSION EVALUATION APPLICATIONANALYSIS SYNTHESIS KNOWLEDGE Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Upper division Course / Program outcomes Arrange Analyze Assemble Appraise Collect Calculate Compose Categorize Construct Classify Create Compare Design Debate Formulate Diagram Integrate Differentiate Manage Distinguish Organize Examine Plan Experiment Prepare Inspect Prescribe Inventory Produce Question Propose Separate Specify Summarize Synthesize Test Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate 7. Assessment requires exertion and intention Exertion without Intention Intention without Exertion Intention and Exertion Teaching and Learning Campus Climate Meteorological Seasonal metaphor Changing Uneven Perpetuated by individuals Something an university HAS Campus Culture Anthropological Deep Metaphor rooted Defended Perpetuated by structures, policies, procedures, behaviors What a university IS: Who you ARE Culture Cultures cannot be consciously created -- they can be promoted, but an college’s culture arises from the interaction of multiple variables. Evidence of Culture Vocabulary Metaphors Legends, stories, mythologies, folklore Symbols Rites & Rituals Evidence of Culture Written Materials Formal & Informal Policies and Procedures Organizational Structure Social Knowledge Reward Structure Student Learning: Climate or Culture? Focus on Student Learning: Climate or Culture? Isolated Pervasive Temporary Ongoing Personality Driven Structurally Driven Surface Embedded External Internal Accreditation Improvement Focus on Student Learning: Climate or Culture? Isolated LEADERSHIP Temporary Pervasive Ongoing KNOWLEDGE Structurally Driven Personality Driven Surface SUPPORT & RESOURCES Embedded External COMMITMENT Accreditation Internal Improvement Reflection Does NIU have a climate or a culture of student learning? Must exceed the Difficulty of the Task Moving toward a Culture of Student Learning A Culture of Learning requires a fundamental shift away from a focus on Teaching T E A C H E R C E N T E R E D Knowledge is communicated from professor to student Students construct knowledge through gathering and synthesizing information Students passively receive information Students are actively involved Emphasis on acquisition of knowledge in a specific context Emphasis on applying knowledge to new situations and issues Professor’s role is to be primary information giver and evaluator Professors role is to coach and facilitate Teaching and assessing are separate Teaching and assessing are intertwined L E A R N E R C E N T E R E D T E A C H E R C E N T E R E D Assessment is used to monitor learning Assessment is used to promote and diagnose learning Emphasis is on the right answers Emphasis is on generating better questions and learning from errors Desired learning is assessed indirectly Desired learning is assessed directly Focus is on a single discipline Approach is compatible with interdisciplinary learning Culture is competitive and individualistic Culture is collaborative, cooperative, supportive L E A R N E R C E N T E R E D Reflection What elements of the teacher-centered focus are embedded in the culture of NIU? What elements of the learner-centered focus are embedded in the culture of NIU? Shifting from a Teaching Focused to a Learning Focused Institution Reflection on Teaching How did you get to be a good teacher? What Good Teachers Do Understand learning theory Prepare carefully Identify learning outcomes Consider instructional strategies Respect their students Assess their students and themselves Bane, K. What Good Teachers Do Facilitating Learning: The Seven Principles for Good Practice 1. Student-Faculty Contact 2. Cooperative Learning 3. Active Learning 4. Prompt Feedback 5. Time on Task 6. High Expectations 7. Respect for Diverse Talents and Ways of Learning According to the HLC: Assessment should be viewed as “ a strategy of inquiry into student learning and actions taken to improve student learning.” From the HLC powerpoint presentation Making a Difference in Student Learning: Assessment as a Strategy of Inquiry Guiding Questions - Student Learning 1. How are your stated student learning outcomes appropriate to your mission, programs, degrees, and students? 2. What evidence do you have that students achieve your stated learning outcomes? 3. In what ways do you analyze and use evidence of student learning? Guiding Questions - Student Learning 4. How do you ensure shared responsibility for student learning and assessment of student learning? 5. How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning 6. In what ways to do you inform the public and other stakeholders about what and how well your students are learning? Relatively Easy Changes Faculty Can Make to Enhance Learning Course Design Instead of…. Letting the textbook determine the content of the course Try……. Focus the course on the specific learning outcomes for the course Instruction Instead of…. Focusing on “getting through the material” Try……. Using Classroom Assessment Techniques to make sure students understand before moving on to the next concept Feedback Instead of…. Trusting students understand when they don’t seem to have any questions. Try……. Asking students to demonstrate what they have learned through a one minute paper or summary and the end of the class period. Quizzes Instead of…. Giving points for quizzes that count toward the final grade. Try……. Use quizzes frequently to see how students if students are progressing in their learning. Exams Instead of…. Returning exams without discussion Try……. Conducting an analysis of which items students missed, and figure out how to help them understand. Rubrics Instead of…. Returning the rubric to the students with your evaluation of their performance Try……. Aggregating your student’s performance on each dimension of the rubric to see in what areas they are having problems. Course Structure Instead of…. Moving forward even if students are lagging behind. Try……. Readjusting the syllabus or offering additional resources and support for those students who haven’t yet grasped the material. Program Level Assessment Instead of…. Having a huge list of every single concept to be learned in the program Try……. Identifying the top five or six things you want students to know or be able to do and map those outcomes to the courses in the curriculum. Assessment Instead of…. Conducting an assessment program without telling the students about it… Try……. Making the learning outcomes for the course and program explicit to the students so they know what is expected of them. Assessment Instead of…. Collecting tons of data Try……. Focus on a few key learning outcomes and collect, discuss and analyze that data. Assessment Instead of…. Attempting to revise an entire course. Try……. Take one class or lesson (this semester!) and try to approach it differently. Reflection What can you do to help transform NIU toward a culture of student learning? Leave No Outcome Behind: Teaching, Learning & Assessment Northern Illinois University March 2009 Susan Hatfield Winona State University [email protected]