Transcript Program Review and Student Learning Outcome Assessment March 11, 2011 Lori Holt Bill Everett The self study document must include 1) academic degree program-level student learning outcomes assessment plans.

Program Review and
Student Learning
Outcome Assessment
March 11, 2011
Lori Holt
Bill Everett
The self study document must
include
1) academic degree program-level
student learning outcomes
assessment plans for each
degree program offered by the
academic unit, and
2) the annual assessment reports
associated with each
assessment plan
Demonstrate to HLC we have integrated
student learning outcome assessment into
program review process
We must show that we have program level
assessment plans in place for all academic
degree programs and show that they are
being implemented
Specify each program’s mission, general
goals and associated student learning
outcomes
Specify how each student learning outcome
is assessed in each program
Show the assessment results and actions
taken to improve program based on
assessment results in each program
Additionally, add a narrative
section describing the detailed plan
(deadlines, which SLO’s, which
students assessed, who is
responsible, etc.) for implementing
a complete assessment plan over
the next 3-5 years.
Assessment Plan Template
http://info.umkc.edu/pec/wp-content/uploads/2011/03/Assessment-Plan-Template.pdf
Assessment Plan Rubric
http://info.umkc.edu/pec/wp-content/uploads/2011/03/Assessment-Plan-Rubric.pdf
Components
 Mission
 Goals
 Outcomes/Student Learning Outcomes
 Measures
 Findings
 Action Plan
Components
 Mission – highest aims, intentions, and
activities of the entity
 Goals
 Outcomes/Student Learning Outcomes
 Measures
 Findings
 Action Plan
Components
 Mission
 Goals – broad statement about desired ends
 Outcomes/Student Learning Outcomes
 Measures
 Findings
 Action Plan
Components
 Mission
 Goals
 Outcomes/Student Learning Outcomes –
measureable statement that describes the
knowledge, skill, or ability students will
possess upon achievement of that outcome as
it relates to the mission
 Measures
 Findings
 Action Plan
Components
 Mission
 Goals
 Outcomes/Student Learning Outcomes
 Measures – methods to gauge achievements
of expected results
 Findings
 Action Plan
Components
 Mission
 Goals
 Outcomes/Student Learning Outcomes
 Measures
 Findings – assessment results for comparison
of actual vs. expected achievement level
 Action Plan
Components
 Mission
 Goals
 Outcomes/Student Learning Outcomes
 Measures
 Findings
 Action Plan – activity sequence designed to
help accomplish intended outcomes/student
learning outcomes and/or improvement of
academic assessment plan
Example Assessment Plan
Bachelor of Arts in History
Components
 Mission
 Goals
 Outcomes/Student Learning Outcomes
 Measures
 Findings
 Action Plan
Bachelor of Arts in History
Mission Statement (degree specific)
The history department offers students the
opportunity to learn how to analyze and
interpret the past on the basis of evidence:
which requires the ability both to explain the
causes, consequences, and character of past
events and to develop empathy for the
experiences of other human beings across
barriers of time, space, and social, cultural, or
political difference….
Components
 Mission
 Goals
 Outcomes/Student Learning Outcomes
 Measures
 Findings
 Action Plan
Bachelor of Arts in History
Sample Goals
Goal 1: The undergraduate history major seeks
to produce ‘scholar-citizens’ who are able to
produce original works of historical criticism of
the approximate scale and scope of an essay.
Goal 2: The undergraduate history major seeks
to produce ‘scholar-citizens’ whose
reconstructions of past experience are informed
by a strong sense of historical empathy.
Bachelor of Arts in History
Sample Goals
Goal 3: The undergraduate history major seeks to
generate ‘apprentices in history’ who have the
potential to continue into professional graduate
programs for teaching, public history, or academic
history; it seeks to do so by producing graduates
who have a solid, introductory familiarity with
historical scholarship—i. e. the history, methods,
and practices of professional historians—as well
as a beginners facility to engage that literature
critically and constructively.
Components
 Mission
 Goals
 Outcomes/Student Learning Outcomes
 Measures
 Findings
 Action Plan
Bachelor of Arts in History
Sample Objectives
SLO 1: Students will demonstrate knowledge of
the past.
SLO 2: Students will demonstrate evidence of
historical perspective, which we define primarily
though not exclusively in terms of human
experience, processes of change, and historical
context.
Bachelor of Arts in History
Sample Objectives
SLO 3: Students will demonstrate the ability to
conduct historical analysis, which we define
primarily but not exclusively in terms of the subobjectives of identifying an historical question,
surveying the historical literature, formulating
an historical hypothesis, designing an historical
methodology, identifying primary sources,
demonstrating sensitivity to bias, reconstructing
the past, and drawing historical conclusions.
Components
 Mission
 Goals
 Outcomes/Student Learning Outcomes
 Measures
 Findings
 Action Plan
Bachelor of Arts in History
Measures
Students enrolled in History 498 Capstone
submit their undergraduate thesis for review by
both a ‘first reader,’ their course instructor, and
a ‘second reader,’ who specializes in that time
and place in history. Submissions take place
through their electronic portfolio account on
Foliotek.com by a particular day, typically a
week or two before the end of the semester (so
that they can prepare for their presentation at
the undergraduate mini-conference).
Bachelor of Arts in History
Achievement targets
In 2008 we conducted an initial evaluation of
our assessment data based on the pilot data. It
still using a 5 point scale where 4 is the highest
and 0 is the lowest number, because that was
the original format of our data during the pilot.
We felt that a regular bell curve of scores most
accurately reflects the real diversity of student
abilities and effort. We would therefore prefer a
biased slightly above average…
Bachelor of Arts in History
Findings
Most of the assessment data for “evidence of
historical analysis” corresponded to
expectations, though with some significant
deviations for certain sub-objectives. On the
original 5 point scale form 0 to 4, students
proved much better at identifying an historical
question (with 68% at 4) than coming up with
their own hypotheses (with 62% at 3 and only
32% at 4)….
Bachelor of Arts in History
Actions as of AY 2010-11
Reorganize our curriculum into a more
coherent, leveled, sequential series of courses
with more standardized expectations for
assignments and competencies independent of
the particular content of the course (the history
of one particular time, place, theme, issue, or
so on); be more explicit about our learning
objectives with students;
Bachelor of Arts in History
Actions as of AY 2010-11 (cont’d.)
introduce competency-focused courses to
bridge between levels, with a particular focus
on the skills of analysis and communication; all
of which is framed within a simplified and more
flexible system of requirements; share the
responsibilities of assessment among the
faculty; narrate and report results through
WEAVE Online and for PEC reports.