Assessment Subcommittee: Updates Looking Ahead: Assessment Timeline - PDF document

10/11/2010 Welcome & Overview of Workshop Assessment Academy Curriculum Mapping Workshop Part 1 1. ASC Activities & Goals Friday, October 8, 2010 2. Overview of PLO Workshops (Spring 2010) 2:00 pm – 4:00 pm 3. Alignment & Curriculum Maps CPS 210 4. Examples: From Simple to Complex 5. Expanded Curriculum Mapping Tool Today’s Presenters: – Michael Estanich (Dance) 6. Examples from Summer Pilot Program – James Sage (Philosophy) 7. Next Steps & Workshop #2: Dec. 3, 2-4 pm, CPS 210 – Shari Ellertson (Office of Policy Analysis & Planning) Sponsored by the Assessment Subcommittee with assistance from the Center for Academic Excellence and Student Engagement Assessment Subcommittee: Updates Looking Ahead: Assessment Timeline • Faculty governance approved an additional year hiatus (2010- What we have been doing: 2011) on assessment reporting with the understanding that the • Spring 2010: Program Learning Outcomes ASC would continue to gather information and develop a new process for assessment across campus. What we are doing now : • Visiting Departments • Fall 2010: Curriculum Mapping • Review of Program Learning Outcomes – Finding gaps, strengthening student learning • Gathering Resources/Developing Workshops experiences • Making changes to the Assessment Plan, rubrics, and reporting • Spring 2011: Assessment Measures & Whole Plan schedule – Identifying assessment strategies • Working with governance to ensure that assessment is: – meaningful and helpful with respect to improving teaching/learning – Preparing to offer new General Education Courses – implemented and systematic across campus • Fall 2011: Reporting Schedule Resumes How Can Learning Outcomes Enhance Teaching What Specifically is a Learning Outcome? and Learning? o With each lesson, course, and program, instructors are  A statement that describes what a student will know urged to ask, “What knowledge, skills, and dispositions do I (knowledge), be able to do (skill), and/or want students to get from this?” and “What evidence do I have that students are getting it?” value/appreciate (disposition) as a result of a o Connects students with what is at the heart of the learning experience discipline; what students need to know, be able to do, and appreciate to live rich, full, productive lives. o Helps instructors decide what is important to include and  Written in the form: 1) Student can/will be able to; 2) what can be let go. action verb; 3) specific action/skill they will be able o Facilitates communication among faculty about what is to do important for students to know, be able to do and appreciate. o Assessment evidence provides valuable data for improving  Learning outcomes can be measured (evidence of instruction and increasing student learning in courses and learning can be produced) programs. 1

10/11/2010 UW-System Shared Learning Goals Small Group Activity 1: Given your PLOs … UWSP Learning Outcomes Gen. Ed. Program Learning Outcomes • How do you know which courses help your students Curriculum Map achieve each PLO? Gen. Ed. Category Learning Outcomes • How are the PLOs consciously enacted throughout Department/Program your curriculum? Mission, Vision, Values, Goals Program Learning Outcomes • Discuss within small groups, then report back to larger group Curriculum Map Course Learning Outcomes Assignment Learning Outcomes UW-System Shared Learning Goals UW-System Shared Learning Goals  Alignment of Learning Outcomes  UWSP Learning Outcomes UWSP Learning Outcomes Gen. Ed. Program Learning Outcomes Gen. Ed. Program Learning Outcomes UWSP Assessment Plan Curriculum Map Curriculum Map Office of Gen. Ed. Category Learning Outcomes Gen. Ed. Category Learning Outcomes Policy Analysis & Planning Dept. Assessment Plan Department/Program Department/Program Mission, Vision, Values, Goals Mission, Vision, Values, Goals  Alignment  Program Learning Outcomes Program Learning Outcomes Curriculum Map Assessment Curriculum Map Sub - Committee Course Learning Outcomes Course Learning Outcomes Assignment Learning Outcomes Assignment Learning Outcomes UW-System Shared Learning Goals Department/Program Assessment Plan UWSP Learning Outcomes Gen. Ed. Program Learning Outcomes Fall 2010: “Curriculum Mapping” • Links PLOs with Courses Curriculum Map • Generate Conversation Gen. Ed. Category Learning Outcomes Department/Program Department/Program Mission, Vision, Values, Goals Mission, Vision, Values, Goals Program Learning Outcomes Program Learning Outcomes Curriculum Map Curriculum Map Course Learning Outcomes Course Learning Outcomes Assignment Learning Outcomes Assignment Learning Outcomes 2

10/11/2010 Curriculum List: Linear Curriculum Mapping • What is a “curriculum map”? Program Learning Outcome #1 Program Learning Outcome #4 CRS 101 CRS 102 – A way to check the “alignment” of our Program CRS 201 CRS 490 Learning Outcomes with what’s going on in our CRS 333 CRS 490 Program Learning Outcome #5 courses. CRS 101 – Typically represented visually in a matrix or table. Program Learning Outcome #2 CRS 201 CRS 102 CRS 202 • What’s the value of a curriculum map? CRS 333 CRS 333 – Helps us to see the “big picture” of a shared CRS 490 CRS 490 curriculum (i.e., our department, program, major) Program Learning Outcome #3 Program Learning Outcome #6 – Helps us to identify places where we’ve identified CRS 101 CRS 102 CRS 102 CRS 202 important learning outcomes that may not be supported by our courses. Curriculum Map A Curriculum Mapping • Examples of how to generate SIMPLE maps: CRS101 CRS102 CRS 201 CRS 202 CRS 333 CRS 490 Program Learning X X X X – Sticky notes on whiteboard / flip chart Outcome #1 Program Learning – Word document with a big table X X X Outcome #2 • But sometimes, we might want a bit more Program Learning X X Outcome #3 information. Program Learning X X Outcome #4 – For example, we’d like to know which courses Program Learning X X X X X INTRODUCE, DEVELOP, and/or MASTER a the skills, Outcome #5 Program Learning knowledge, or abilities corresponding to each X X Outcome #6 Program Learning Outcome… X = This course “addresses” or “covers” this PLO Curriculum Map B Curriculum Mapping • Examples of how to generate MORE DETAILED maps: CRS101 CRS102 CRS 201 CRS 202 CRS 333 CRS 490 Program Learning I D D M – Sticky notes on whiteboard/flip chart with: I, D, M Outcome #1 – Word document with a big table with: I, D, M Program Learning I D M Outcome #2 – Excel file with a series of columns and rows with: I, D, M Program Learning I D Outcome #3 • But sometimes, we might want a bit more Program Learning I M information. Outcome #4 Program Learning – For example, we’d like to know HOW MUCH EMPHASIS I D D D M Outcome #5 each course places on the skills, knowledge, or abilities Program Learning I M corresponding to each Program Learning Outcome… Outcome #6 I = Introducing D = Developing M = Mastering 3

10/11/2010 Curriculum Map C Curriculum Map D CRS101 CRS102 CRS 201 CRS 202 CRS 333 CRS 490 CRS101 CRS102 CRS 201 CRS 202 CRS 333 CRS 490 Program Learning Program Learning I-3 D-3 D-1 M-2 I-3 D-3 D-1 M-2 Outcome #1 Outcome #1 Program Learning Assessment I-1 D-3 M-3 PQ,ME EE, E OP P/I,RP Outcome #2 Methods Program Learning Program Learning I-1 D-1 I-1 D-3 M-3 Outcome #3 Outcome #2 Program Learning Assessment I-2 M-1 PQ E,OP EE,RP Outcome #4 Methods Program Learning Program Learning I-3 D-2 D-3 D-3 M-3 I-1 D-1 Outcome #5 Outcome #3 Program Learning Assessment I-2 M-2 LR LR Outcome #6 Methods Assessment Methods: E =Essays PQ =Pop Quizzes EE =Essay Exams Level: I = Introduce D = Develop M = Master ME =Multiple Choice Exams LR =Lab Reports OP =Oral Presentation SP =Student Portfolio P/I =Practicum/Internship RP =Research Paper Emphasis: 1 = Little 2 = Some 3 = A lot Curriculum Map E Curriculum Mapping CRS101 CRS102 CRS 201 CRS 202 CRS 333 CRS 490 Program Learning I-3 D-3 D-1 M-2 • Examples of how to generate EVEN MORE Outcome #1 Sub-Outcome 1 I-1 M-1 DETAILED curriculum maps: Sub-Outcome 2 D-2 M-1 – Sticky notes with: I, D, M and 1, 2, 3 Sub-Outcome 3 I-3 D-3 D-1 – Word document table with: I, D, M and 1, 2, 3 Program Learning I-1 D-3 M-3 – Excel file with: I, D, M and 1, 2, 3 Outcome #2 Sub-Outcome 1 • Now we are getting some interesting D-3 M-2 Sub-Outcome 2 I-1 information! Sub-Outcome 3 I-1 M-2 • But… let’s not forget what’s MOST important… What’s MOST important: “Closing the Loop” • What does a curriculum map allow us to do? – Allows us to HAVE A CONVERSATION about our • Assessment of student learning allows us to shared curriculum. be accountable for what we do as educators. – Gives us an opportunity to MAKE CHANGES: • However, the main focus of Assessment • Revise our Program Learning Outcomes (PLOs) really is CONTINUOUS IMPROVEMENT. • Revise our Curriculum (requirements, sequencing) – By assessing what students are learning, we can • Revise our Courses (learning outcomes, assignments) better respond to their needs, we can make – As we make these changes, our curriculum map adjustments, we can support them as we changes, and we repeat the process. challenge them… and, as a bonus, our teaching is – In short, a curriculum map allows us to engage in more meaningful and rewarding at all levels. CONTINUOUS IMPROVEMENT of student learning 4