A Collaborative Approach to A Collaborative Approach to Writing Learning Goals Writing Learning Goals 1 September 30, 2009
Jan 19, 2016
A Collaborative Approach to A Collaborative Approach to Writing Learning GoalsWriting Learning Goals
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September 30, 2009
A brief overview of A brief overview of Assessment At LehmanAssessment At Lehman
Assessment CouncilMiddle States RecommendationsTimelineAmbassador’s Role In This
Process
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Assessment Council Membership Nancy Dubetz (ECCE)
[email protected] *Robert Farrell (Lib) [email protected] Marisol Jimenez (ISSP)
[email protected] Carl Mazza (SWK) [email protected] Vincent Prohaska (Psych)
[email protected] Lynn Rosenberg (SLHS)
[email protected] Robyn Spencer (History)
[email protected] Minda Tessler (Psych)
[email protected] Janette Tilley (Mus) [email protected] Esther Wilder (Soc) [email protected]*Committee Chair
Administrative Advisor – Assessment Coordinator• Ray Galinski - [email protected]
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Committee chargeCommittee charge Develop written strategic plan for campus assessment
of student learning, which will include:• definitions of key terms for campus assessment practices• articulation of reporting procedures• articulation of responsible parties• recommendations for departmental processes for assessing learning goals• recommendations on incentives for faculty participation in assessment
Develop and promote a culture of assessment on campus
Act in an advisory capacity to Provost [Deans’ Council] for developing campus assessment goals
Act in an advisory capacity to departments and individual faculty to facilitate assessment efforts
Work with campus Assessment Coordinator to create cross-departmental assessment teams and partnerships.
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Middle States Standards & Middle States Standards & AccreditationAccreditationStandard 14: Assessment of Student Learning:
Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.
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Reviewers will be looking Reviewers will be looking for:for:how each goal is being assessed
(including tools),what assessment results have been
collected,analysis detailing what those results say
about goals,how results are being used for
improvement of student learning, evidence that the institution recognizes,
values and supports these efforts, and evidence that the process is systematic
and part of the institution’s culture.
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TimelineTimeline
Spring 2011• Assessment results reported• Middle State report submitted
Ongoing assessment
ASSESSMENT ASSESSMENT AMBASSADORSAMBASSADORSAttend occasional assessment
workshops, conferences and eventsWork closely with department chairs
and deans to develop major/program learning goals & objectives that align with good assessment practices
Submit major/program level goals & objectives to the Associate Deans for review
Help coordinate assessment plans for each major/program in department
Work with assessment coordinator8
What do we want our What do we want our students to learn?students to learn?
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What… knowledge, skills, abilities, and habits of mind
…do we expect graduates of our program to have?
Guiding philosophyGuiding philosophy
“Assessment begins not with creating or implementing tests, assignments, or other assessment tools but by first deciding on your goals: what you want your students to learn” (Suskie 2004: 73).
“The identification of intended educational (student learning) outcomes is a very important first step in the assessment process. In many cases, it is abbreviated in nature so that ‘we can get on with assessment.’ To shorten this step seriously undermines the use of results from the assessment activities. . .” (Nichols and Nichols 2005: 83).
“…When clearly defined goals are lacking, it is impossible to evaluate a course or program efficiently. And there is no sound basis for selecting appropriate materials, content or instructional methods” (Mager, 1969).
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ASSESSMENT PYRAMIDASSESSMENT PYRAMID
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MISSIONCOLLEGE GOALS
DEPT / PROGRAM GOALS
PROGRAM OBJECTIVES
COURSE GOALS
COURSE OBJECTIVES
Workshop Articulating Workshop Articulating Learning Goals & ObjectivesLearning Goals & Objectives
Goals, Objectives, OutcomesGoal - A broad statement of desired outcomes – what we hope
students will know and be able to do as a result of completing the program/course. They should highlight the primary focus and aim of the program. They are not directly measurable. Rather, They are evaluated directly or indirectly by measuring specific objectives related to the goal.
Objective - Sometimes referred to as intended learning outcomes, student learning outcome (SLO) or outcome statements. They are clear, brief statements used to describe to a specific, measurable action or task that helps achieve the target (goal).
Outcomes - the learning results – the end results -- the knowledge, skills, attitudes and habits of mind that students have or have not taken with them as a result of the students’ experience in the course(s) or program.
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Checklist for Evaluating Checklist for Evaluating Written ObjectivesWritten Objectives
uses action verbs that specify definite, observable behaviors. uses simple language. describes student rather than teacher behaviors. describes a learning outcome rather than a learning process. focuses on end-of-instruction behavior rather than subject matter
coverage. indicates a single outcome per objective. can be assessed by one or more indicators (methods). is clearly linked to a goal. is realistic and attainable. is not simple when complexity is needed. is clear to people outside the discipline. is validated by departmental colleagues.
Source: Ball State University13
EXERCISEEXERCISETo develop the students’ ability
to effectively express themselves orally and in writing.
What are the learning objectives?
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Steps to Articulating Major/Program Steps to Articulating Major/Program GoalsGoals
Research
Collaboration
Consensus
Reflection
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Identify Identify ExistingExisting Major/Program Goals & Major/Program Goals & ObjectivesObjectives
Goals/objectives created for past accreditationsGoals/objectives emerging from departmental
retreatsGoals/objectives emerging from budget requestsGoals/objectives established by a disciplinary societyGoals/objectives established with the help of an
industry advisory groupGoals/objectives from past grant proposalsGoals/objectives generated from curriculum review
committees
(Source: Walvoord, 2004)
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Review Existing Review Existing Goals/ObjectivesGoals/ObjectivesDo they still make sense?Are they still relevant today?Are they in-line with college and
department goals?Are they effectively communicated?Use the statement, “When students
complete our program, they should be able to …..” to help guide the discussion
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Other Resources for Identifying Other Resources for Identifying Major/Program Goals & ObjectivesMajor/Program Goals & Objectives
Standards espoused by professional organizations and accreditation agencies
Course syllabi (ultimately, the course goals will make up the major/program goals)
Mission statements Strategic planning discussions Capstone experiences Existing course assignments or assessments Survey or interview of prospective employers Admission criteria for academic programs your
students pursue after program completion
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Strategy WorkshopStrategy Workshop
Collaborating to Develop Collaborating to Develop Program/Major Learning Program/Major Learning GoalsGoals
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If you can’t get together…If you can’t get together…
Faculty input◦Ask faculty, including part-time faculty, to
anonymously submit a certain number of educational learning goals for the major/program (key strategy recommended by Nichols and Nichols 2005).
◦ In many instances the outcomes identified by faculty will be concerning their individual courses rather than the program overall. In some cases, it may be necessary to identify similar outcomes put forward (representing several courses) and to generalize to the program level based on the faculty input (Nichols and Nichols 2005). 20
Another Strategy for Building Another Strategy for Building ConsensusConsensus
1. Using the aforementioned strategies, create a list of all possible learning goals for a major/program.
2. Distribute the list to faculty members, and ask each to check off those goals that s/he thinks should be the key goals for the major/program.
3. Collect the lists, tally the checkmarks, and share the results with the faculty.
4. Strike those goals with no votes (a group may also agree to strike those goals with just one or two votes, too).
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Another Strategy for Building Another Strategy for Building ConsensusConsensus
5. Sometimes a few goals will emerge as the top vote-getters, and the group will agree to focus on them, ending the process.
6. If consensus cannot be reached after the first round, redistribute the (possibly abbreviated) list with the initial results noted, and ask the faculty to vote again.
7. Periodically rotate and assess 3-5 key learning outcomes for which faculty consensus indicates importance.
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Assessment Council Membership Nancy Dubetz (ECCE)
[email protected] *Robert Farrell (Lib) [email protected] Marisol Jimenez (ISSP)
[email protected] Carl Mazza (SWK) [email protected] Vincent Prohaska (Psych)
[email protected] Lynn Rosenberg (SLHS)
[email protected] Robyn Spencer (History)
[email protected] Minda Tessler (Psych)
[email protected] Janette Tilley (Mus) [email protected] Esther Wilder (Soc) [email protected]*Committee Chair
Administrative Advisor – Assessment Coordinator• Ray Galinski - [email protected]
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