Transcript Document 7133383

The Nuts and Bolts of
Outcome Assessment
Terri Manning, Ed.D.
Center for Applied Research
Central Piedmont Community College
Stages of Grief for Outcome Measurement
Stage 4
Stage 5
Acceptance & adaptation
Challenge & competition
Catalyst - Proactive
Depression
Compliance - Passive reactive
Stage 3
Bargaining - no time/no money
Seek outside sources
Stage 2
Anger and antagonism
Resistant & Reactive
Stage 1
Disbelief & Denial
Paralysis - Passive resistance
In Education…
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We’ve learned that things come and they go
Most of these trends are purely academic
exercises
The national educational climate is skeptical
about accountability!
They want us to prove that students are
learning, that their lives are improving and
that we are good stewards of funds!
The Spellings Commission
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Some things the draft report called for:
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The creation of an overall measurement of an institution's
"bottom line," including measures of institutional costs and
performance that let parents and policy makers view
institutional results;
A mandate that institutions measure student learning
outcomes, disseminate the results to students, and report
them publicly in the aggregate;
The development of a national student unit-record database to
follow the progress of each student;
The establishment a national accreditation framework that
includes comparable performance measures, and making the
findings of reviews easily accessible to the public;
According to SACS, an Institution
Needs to Have in Place:
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An ongoing, integrated, and institution-wide research-based planning
and evaluation processes which includes:
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A list of expected outcomes, the assessment of those outcomes and
evidence of improvement based on analysis of those outcome results
in each of the following areas:
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a systematic review of institutional mission, goals and outcomes
results in continuing improvement in institutional quality
demonstrates that the institution is effectively accomplishing its mission
educational programs (student learning outcomes at the program and
individual level)
administrative support services
educational support services
Identified college-level general education competencies (based on
best practices in assessment) and provide evidence that graduates
have attained them
But Why?
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SACS Core Requirements and Comprehensive
Standards are based on best practices of effective
institutions (a peer developed and peer reviewed
process).
SACS staff members enforce the standards.
But shouldn’t we periodically take a serious look at our
students?
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Are they learning?
Who is learning best?
Are they achieving the outcomes we expected?
Should we make changes in programs and services?
Do we need more in-depth services?
Do we need a new curriculum or a change in methodology?
The Great Fallacy
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Grades
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In this day of social promotion, grade inflation and
different teaching/learning philosophies, grades
tell you virtually nothing.
They are not a measure of outcome achievement.
Two teachers will grade a student differently for
the exact same work.
They cannot be used!
Why are We Moving from
Goals to Outcomes?
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Outcomes are program-specific
They measure the effect of classroom
activities and services provided.
Outcomes represent a new way of thinking
Outcomes have become widely accepted by
our various publics
They are here to stay
We used to measure ourselves by our
activities
Program Outcome Model
INPUTS
ACTIVITIES
OUTPUTS
Resources
Services
Products or Results of
Activities
Staff
Buildings
Facilities
State funds
FTE
Education (classes)
Services
Counseling
Student activities
Numbers served
FTE (input next year)
# Classes taught
# Students recruited
Constraints
Laws
State regulations
United Way model
Program Outcomes Model
INPUTS
> ACTIVITIES > OUTPUTS
> OUTCOMES
Benefits for People
(Outcomes answer the “so what”
question)
*New knowledge
*Increased skills
*Changes in values
*Modified behavior
*Improved condition
*Altered status
*New opportunities
Which Is It?
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An input
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An activity
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An output
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An outcome
GED Preparation
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College provides well trained faculty.
200 students complete their GED.
Students move from public housing.
30 courses are offered each semester.
150 FTE are generated.
Students’ reading level improves.
Students are gainfully employed.
Student Services
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Four counselors are hired.
Students successfully transfer courses
and enter the university system.
Students receive financial aid at the
university.
Students attend campus activities.
Students are able to pay back their
student loans.
General Education Courses
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Students receive creative classroom
experiences.
Faculty members receive a grant to offer
multimedia opportunities to students.
Students become active participants in
County civic activities.
700 FTE are generated in core courses.
Students’ math skills improve.
Outcomes are ……...
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Driven by the mission.
Related to overall program goals.
Specific to the teachings/activities of your
program/course.
Determined by faculty and front-line staff.
Measured carefully and specifically.
Inputs through Outcomes:
The Conceptual Chain
Long-range
Intermediate
Initial
Outputs
Activities
Inputs
OUTCOMES
Different Types of Outcomes
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Learning Outcomes (can be at course,
program or institutional level)
Program Outcomes
Administrative Outcomes
Definitions and Examples
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Learning Outcomes:
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What changes in knowledge, skills, attitude, awareness,
condition, position (etc.) occur as a result of the learning
that takes place in the classroom. These are direct benefits
to students.
Examples:
general learning skills (e.g. improved
writing and speaking abilities), ability to apply learning to
the work environment (e.g. demonstrate skills in co-op),
program-specific skills developed or enhanced (e.g. take
blood pressure.)
Definitions and Examples
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Program Outcomes:
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The benefits that results from the completion of
an entire program or series of courses. Are there
benefits for students who get the AAS in welding
versus those who take a few courses? If so what
are they?
Typical examples are: licensure pass rates,
employment rates, acceptance into 4-year
schools, lifelong learning issues, contributions to
society, the profession, etc.)
Definitions and Examples
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Administrative Outcomes
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Units/programs want to improve services or
approach an old problem in a new way.
They want to become more efficient and effective.
Typical examples are:
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All faculty will attend one professional meeting annually
so they can stay up-to-date in their field, or:
Counseling wants to recruit a new counselor with
expertise in working with first-generation students, or:
Facilities services wants all college units to feel that they
respond quickly to security issues.
What is an Outcome
Objective?
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A short-term, measurable, specific activity
having a time limit or timeline for completion
around a specific outcome
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They measure outcomes and are used to show
progress toward goals
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They specify who, will do what, under what
condition, by what standard and within what
time period
How to Set Outcome
Objectives
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There’s no magic number
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e.g. 80% or 90%
What is reasonable?
What can you afford?
What realistically can your staff accomplish?
What percent shows you’re not committed and
what percent shows you’re naïve?
How to Set Outcome
Objectives
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Examples:
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Fifty percent of students will be able to
communicate effectively in writing (complete the
writing exam with a grade of 60 [D] or better)
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By the end of the spring term, 95% of faculty and
staff will have completed 20 contact hours of
professional development (workshops, college
courses, conferences, onsite trainings, etc.)
More Realistic
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Seventy percent of students will be able to
communicate effectively in writing (complete the
writing exam with a grade of 75 [C+] or better)
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By the end of the spring term, the professional
development office will increase their offerings for
faculty and staff by 10% over what was offered
last year (workshops, college courses,
conferences, onsite trainings, etc.)
How to Set Objectives
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The first time you set objectives, be
conservative
Allow yourself a pilot semester or year to
determine the appropriate levels of change
that can be expected
Don’t pull a rabbit out of your hat (e.g. let’s
grow enrollment by 10%)
May need to benchmark (what does it mean)
Fall Curriculum Enrollment at ABC
College
17,188
17,500
16,982
17,000
16,660
16,000
15,500
(1.5%)
16,245
16,500
15,208
15,488
15,724
15,997
(1.2%)
(2.6%)
(1.6%)
(1.7%)
14,975
(1.5%)
15,000
(1.8%)
(1.6%)
14,500
Headcount
14,000
13,500
1997
1998
1999
2000
2001
2002
2003
2004
2005
Should they set a goal for a 5% enrollment growth for next fall?
Why is This Hard?
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Because it is education
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Because the best results may not
happen for years
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Because we are so busy doing what we
are doing…. we forget why we are doing
it
Let’s Look at Healthcare
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When you have strep throat and go to the doctor for
your antibiotics (your intervention)
What are your intended outcomes?
Would the doctor ever tell you:
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We believe curing disease is a developmental process
We believe there is value in the activity of taking pills and
receiving shots
We’re not sure if you’ll get better, it is how all doctors have
treated the disease since we learned about it
What would you say to that?
How to Measure
Program/Student
Outcomes
Identifying Outcomes
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Faculty/staff in an area are often the worst in defining
outcomes because they are too close to the subject.
New Teachers
1st Year
2nd- 3rd
Middle Years of
Year Teachers Teaching
Older
Teachers
Unconsciously
Unskilled
Consciously
Unskilled
Consciously
Skilled
Unconsciously
Skilled
Don’t realize they
don’t know what
they are doing
Realize they
don’t know
what they are
doing – begin
to ask for help
Know what works Can’t remember
and why
why they do
what they do –
just know it
works
Sources of Ideas for Outcomes
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program documents
program faculty and staff
national associations/credentialing boards
key volunteers
former students
parents of students
records of complaints
programs/agencies/employers that are the next
step for your students
other colleges with similar programs, services
and students as yours
outside observers of your program in action
How Often
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Should we measure objectives or student
learning outcomes every year?
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When does measurement become too time
consuming?
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Units need time to put into effect the
changes made as a result of outcome
assessment before they are thrown back into
another cycle. They need time to reflect on
changes and results.
Disappointing Outcome Findings:
Why Didn’t We Meet Our Objectives?
Internal Factors:
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Sudden staff turnover
New teaching philosophy/strategy
Curricular change (campus move)
Unrealistic outcome targets
Measurement problems (lack of followthrough, no effective tracking)
Disappointing Outcome
Findings
External Factors:
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Community unemployment increases
State funding changes
Related programs (BS or MS programs) close
Public transportation increases fares or shuts
down some routes serving your campus or
time slot
Employment trends change
Use Your Findings
Internal Uses for Outcome Findings
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Provide direction for curricular changes
Improve educational and support programs
Identify training needs for staff and students
Support annual and long-range planning
Guide budgets and justify resource allocations
Suggest outcome targets (expected change)
Focus board members’ attention on
programmatic issues
Help the college expand its most effective
services
Facilitates an atmosphere of change within the
institution
An Example from Instruction
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Workplace Basic Skills
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This program is a literacy initiative that goes
directly into the worksite and teaches ESL
classes, GED prep and GED classes.
During their review, they surveyed both
employers and students.
This was the first time they had ever done
this.
What They Learned
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Employers said:
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43.8% of employers reported increases in
employee performance as a result of
participation in the program.
31.3% reported a reduction in absenteeism by
participants.
87.5% said classes improved the morale of
their employees
37.5% said participants received raises
50% said communication had improved.
What Students Said
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70.2% reported being able to fill out job forms
better
35.5% said they could now help their children
with their homework
91.1% said they felt better about themselves
44.4% said they had received a raise,
promotion or opportunity as a result of the
courses
86.3% said their ability to communicate in the
workplace had improved
What Has Happened Since
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Their assessment data has shown up in their
marketing brochures to employers.
Their enrollment has grown dramatically.
They have received funding and marketing
support from Charlotte Reads (considered a
model adult literacy program).
External Uses of Outcome Findings
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Recruit talented faculty and staff
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Promote college programs to potential students
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Identify partners for collaboration (hospitals, businesses,
etc....)
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Enhance the college’s public image
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Retain and increase funding
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Garner support for innovative efforts
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Win designation as a model or demonstration site
So will someone help me do
this… help me select and
measure outcomes for my
program?
Ideas for Outcomes
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Typical general education goals:
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Students will demonstrate the ability to obtain meaning from printed,
electronic, and graphical resources
Students will effectively communicate both orally and in writing.
Students will demonstrate the ability to locate, critically evaluate, and
present information.
Students will apply mathematical concepts and skills to analyze,
manipulate, and interpret quantitative data.
Students will demonstrate the basic computer skills necessary to
function in a technological world.
Students will demonstrate the ability to identify, analyze, question, and
evaluate content as a guide to understanding and action.
Students will demonstrate knowledge of cultural differences.
Students will demonstrate an understanding of the influence of the
individual on group behavior and conversely, the influence of the group
on the individual.
Students will demonstrate comprehension of the major steps of the
scientific method.
Students will demonstrate knowledge of the humanities and critical skills
in assessing cultural/artistic merit and significance.
Let’s work through a few.
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How does the welding program improve math skills in
students?
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How does the culinary arts program teach students to
write effectively?
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Welding students will be proficient at weights and measures,
calculating angles and predicting poundage of resistance.
Culinary students will be able to successfully write menu
descriptions, restaurant advertisements and job descriptions.
How does the Nursing program teach students to
think critically?
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Through case scenarios, nursing students will identify the
correct course of treatment for diabetic patients based on
descriptions of symptoms, behaviors and patient knowledge.
Top Ten Skills for the Future
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Work ethic, including self-motivation and time management.
Physical skills, e.g., maintaining one's health and good
appearance.
Verbal (oral) communication, including one-on-one and in a group
Written communication, including editing and proofing one's work.
Working directly with people, relationship building, and team work.
Influencing people, including effective salesmanship and
leadership.
Gathering information through various media and keeping it
organized.
Using quantitative tools, e.g., statistics, graphs, or spreadsheets.
Asking and answering the right questions, evaluating information,
and applying knowledge.
Solving problems, including identifying problems, developing
possible solutions, and launching solutions.
The Futurist Update (Vol. 5, No. 2), an e-newsletter from the World Future Society, quotes
Bill Coplin on the “ten things employers want [young people] to learn in college”
Let’s work through a few?
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How does the early childhood program improve the
work ethic of childcare workers or the children in
childcare centers?
How do IT programs improve teamwork skills?
How does Engineering improve students’ ability to
use spreadsheets and read tables/graphs?
How do you improve a student’s ability to:
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Influence people
Have time management skills
Ask the right questions
Solve problems in the work environment
Learning Outcomes for the 21st
Century
Students in the 21st Century will need to be proficient in:
 Reading, writing, speaking and listening
 Applying concepts and reasoning
 Analyzing and using numerical data
 Citizenship, diversity/pluralism
 Local, community, global, environmental awareness
 Analysis, synthesis, evaluation, decision-making, creative thinking
 Collecting, analyzing and organizing information
 Teamwork, relationship management, conflict resolution and workplace
skills
 Learning to learn, understand and manage self, management of
change, personal responsibility, aesthetic responsiveness and wellness
 Computer literacy, internet skills, information retrieval and information
management
(The League for Innovation’s 21st Century Learning Outcomes Project.)
Let’s work through a few.
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How does any given program or course improve:
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Listening skills
Environmental awareness
Creative thinking
Relationship management
Conflict resolution
Self-management
Wellness
Information management
How can we measure it and use the results.
Challenges
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Identifying and defining outcomes is the easy
part.
The devil is in the details.
How do we track it, where does it all go, how
do we score it, compile it, turn it into a
comprehensive report.
How do we “demonstrate improvement in
institutional quality.”
Things to Remember
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Outcome measurement must be initiated from the
unit/department level (promotes ownership of process).
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Measure only what you are teaching or facilitating.
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Measure what is “important” to you or your program.
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Be selective (2-3 outcomes only for a course, a select list
for programs and institutional outcomes).
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Put as much time in to “thinking through” the tracking
process as you do into the definition of outcomes.
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Spend the time up front in planning and the process will
flow smoothly.
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It will prove to be energy well spent.
Look at Early Childhood Examples
Remember
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We do not do outcome evaluation so we can
say we did it.
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We do it only for one reason:
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To Improve Programs and Services
Where Colleges Get In Trouble
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Overkill – they evaluate everything that walks
and breaths every semester in every area.
No time to “reflect” before they enter back
into another assessment cycle.
No focus on “use of results.”
No ability to track results and tally them
across the College.
The Insanity Principle
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Doing the same thing we have always
done but expecting different results.
Contact
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Terri M. Manning
(704) 330-6592
[email protected]