Motivation for Assessment Assessment of Student Learning Measure what - PDF document

All Chairs Meeting ‐‐ UWF November 16, 2007 Motivation for Assessment Assessment of Student Learning Measure what you value, rather than valuing what you can measure. Kermit Hall Dr. Claudia J. Stanny 1944 ‐ 2006, former President, University at Albany ‐ Director Director SUNY SUNY Center for University Teaching, Learning, and Assessment If you don't measure what you value, it won't improve. All Chairs Meeting Alan Merten November 16, 2007 President, George Mason University November 16, 2007 All Chairs Meeting ‐‐ UWF 2 PASD The Assessment Process Pre ‐ Assessment Stress Disorder Identify What You Value: Make Decisions About Student Learning Outcomes Program Changes in ALCs and ALPs Anxiety Based on Evidence Denial P Paranoia i Passive ‐ Aggressive Behavior Design Programs & Courses to Promote Amnesia for skills Measure What What You Value You Value in research methods Source of cycle graphic: University of Washington http://depts.washington.edu/learning/ November 16, 2007 All Chairs Meeting ‐‐ UWF 3 November 16, 2007 All Chairs Meeting ‐‐ UWF 4 Student Learning Outcomes Identify Student Learning Outcomes Statements that describe what students will be able Program Student Learning Outcomes to know, do, or value as a result of their educational experience. Overarching concepts that span several courses, not individual course objectives taken from Knowledge, skills, abilities, values of the student each syllabus each syllabus Focus on changes in the student rather than on what • Describe what students should think, know and be the instructor does while teaching. able to do when they finish your program Described in behaviorally measurable terms. • Measurable (behavioral) See TIP Sheets #1 ‐ 9 on the CUTLA web for advice on writing SLOs. Earlier workshops are posted on the CUTLA Assessment Resources Page: http://uwf.edu/cutla/Assessres.cfm November 16, 2007 All Chairs Meeting ‐‐ UWF 5 November 16, 2007 All Chairs Meeting ‐‐ UWF 6 http://uwf.edu/cutla/ 1

All Chairs Meeting ‐‐ UWF November 16, 2007 Curriculum Map Identify Student Learning Outcomes Graphic device that shows how the curriculum aligns to student learning outcomes Course Student Learning Outcomes More specific learning outcomes that identify Identify courses where educational outcomes learning in an individual course are likely to be achieved Course SLOs should be included in the course Identify gaps in the curriculum where an Identify gaps in the curriculum where an syllabus educational outcome might not be addressed • Describe what students should think, know and be as well as hoped able to do when they finish the course • Measurable (behavioral) Identify courses that might be suitable for an • Aligned to course topics, assignments, exams, and embedded assessment other graded work See TIP Sheets 10 & 11 on the CUTLA Web for more information November 16, 2007 All Chairs Meeting ‐‐ UWF 7 November 16, 2007 All Chairs Meeting ‐‐ UWF 8 Assess Student Learning Indirect Measures Direct Measures Evaluation of work with a Student self ‐ reports rubric: Reports of clients or experts Course papers & presentations • on student skill Theses • Case notes • Alumni & employer surveys Capstone experiences • Portfolios Portfolios • • Exit interviews or focus groups Performance on state or national licensure, certification, or professional examinations Standardized tests (nationally standardized or locally developed) See TIP Sheets 13 ‐ 15 on the CUTLA web for more information November 16, 2007 All Chairs Meeting ‐‐ UWF 9 November 16, 2007 All Chairs Meeting ‐‐ UWF 10 Rubrics: Explicit criteria for assessing Closing the Loop student work Focus on specific student learning outcomes as rubric Assessment data that are merely collected and elements. archived serve no purpose Describe the criteria that will be used to evaluate the Effective assessment practices make use of the work on this assignment: What will the instructor look data collected to inform decision making: g for during grading? for during grading? • Changes in instructional strategy Describe the characteristics of performance at different levels of skill on the target student learning outcome. • Changes in course offerings in the curriculum • Changes in course sequencing in the curriculum More effective than grades for assessment. • Changes in support services and advising offered Rubrics provide diagnostic information about strengths to students and weaknesses in student learning. November 16, 2007 All Chairs Meeting ‐‐ UWF 11 November 16, 2007 All Chairs Meeting ‐‐ UWF 12 http://uwf.edu/cutla/ 2

All Chairs Meeting ‐‐ UWF November 16, 2007 Use Assessment ‐ Based Evidence to Refine Curriculum or Instructional Not all that can be measured is important Strategies and not all that is important can be Plan when program faculty will meet to discuss measured. assessment results and determine appropriate action [easily or reliably] [easily or reliably] Use assessment results to initiate action aimed at U t lt t i iti t ti i d t improving program Albert Einstein Clearly relate the results back to the intended educational outcomes Document assessment work and decisions made for Measure what you value, communication to external audiences and others will value what you measure. November 16, 2007 All Chairs Meeting ‐‐ UWF 13 November 16, 2007 All Chairs Meeting ‐‐ UWF 14 General Resources on Assessment General Resources on Assessment Linda Suskie (2007). Barbara E. Walvoord Assessing student (2004). Assessment learning. Jossey ‐ Bass. clear and simple: A practical guide for institutions, departments, and general education. Jossey ‐ Bass November 16, 2007 All Chairs Meeting ‐‐ UWF 15 November 16, 2007 All Chairs Meeting ‐‐ UWF 16 Useful Resources Useful Web Resources APA Cyberguide on Assessment Peggy L. Maki & Nancy A. Borkowski, Eds. (2006). http://www.apa.org/ed/guide_outline.html The assessment of North Carolina State University doctoral education: University Planning & Analysis Index of Assessment University Planning & Analysis Index of Assessment Emerging criteria and Resources new models for http://www2.acs.ncsu.edu/UPA/assmt/resource.htm improving outcomes. Stylus Publishing. University of Washington http://depts.washington.edu/learning November 16, 2007 All Chairs Meeting ‐‐ UWF 17 November 16, 2007 All Chairs Meeting ‐‐ UWF 18 http://uwf.edu/cutla/ 3

All Chairs Meeting ‐‐ UWF November 16, 2007 CUTLA Web Resources on SLOs, ALCs, Resources on Assessment ALPs, and Assessment TIP Sheets Maki, Peggy L. & Borkowski, Nancy A., Eds. (2006). The assessment of doctoral education: Emerging http://uwf.edu/cutla/Tipsheet.cfm criteria and new models for improving outcomes. Stylus Publishing. y g Assessment Resources Page Suskie, Linda (2007). Assessing student learning. http://uwf.edu/cutla/Assessres.cfm Jossey ‐ Bass. • CUTLA workshops on assessment (2005 onward) Walvoord, Barbara E. (2004). Assessment clear and simple: A practical guide for institutions, • Barbara Walvoord workshop materials departments, and general education. Jossey ‐ Bass. • Peggy Maki workshop materials November 16, 2007 All Chairs Meeting ‐‐ UWF 19 November 16, 2007 All Chairs Meeting ‐‐ UWF 20 http://www.youtube.com/watch?v=Pk7yqlTMvp8 November 16, 2007 All Chairs Meeting ‐‐ UWF 21 http://uwf.edu/cutla/ 4