Beginners Learning Outcomes for Measureable Student Former ... · • Too focused on the same group of student who always respond (RA’s, student leaders). • Equating assessment

Writing Meaningful and Measureable Student

Learning Outcomes for Beginners

UAlbany Student Affairs Assessment ConferenceJanuary 10, 2018

Rob BahnyDirector-Office of Accessibility & Coordinator of Veterans Services

Former Chair-Student Life Assessment Team

INTRODUCTION: WHY ASSESS?

Why Develop Student Learning Outcomes (SLOs)?• Student Life’s Contribution to Student Learning• Demonstrating Student Success• Planning for Student Development• Promoting Evidence-Based Department Programming• Culture of Continuous Improvement• Accreditation Requirement

INTRODUCTION: ASSESSMENT PROCESS

Identify Student Learning Outcomes

Start

Develop Assessment Plan and Methodology

Collect and Analyze Data

Communicate Results and Use Results for

Planning, Prioritization and

Allocation of Resources

FOUNDATION DOCUMENTS: MISSION

MISSION DOCUMENTSCollege Mission Statement

Student Life Mission Statement

Department Mission Statement

Goals, Values and Standards• Reflective

• Servant Leadership

• Diverse Perspectives

• Franciscan Traditions

• Engaged

• Common Good

• Affirming Human Dignity

FOUNDATION DOCUMENTS: PRINCIPLES

Siena Student Life’s PRINCIPLE DOCUMENTSPrinciples of Good Practices in Catholic Higher Education

DORS Values

Habits of Franciscan Community

Goals, Values and Standards• Inclusive, Welcoming Campus• Living-learning Residential

communities• Diversity• Optimism• Respect• Service• Collaborative

FOUNDATION DOCUMENTS: STRATEGIC

STRATEGIC PLAN DOCUMENTSCollege Strategic Plan – Key Success Factors

Student Life Strategic Plan

Department Strategic Plan, if applicable

Goals, Values and Standards• Foster the “Siena Community”

• Community Development

• Student Engagement

• Health, Safety, and Wellness

• Divisional Excellence

DEPARTMENT EVALUATION

•What do you want your students to learn from interacting with your department?•What areas of your department do you want to improve as it relates to interacting with students?•What gaps in student learning has your department identified?•What new initiatives would you like to assess?•What offerings would you like to add in the future?•Do you want to continue a project(s) you are already doing?

DEPARTMENT EVALUATION ACTIVITY

DRAFTING GUIDANCE: FOCUSED SLOs

* Specific * Practical

* Demonstrated * Targeted Student Population* Student Knowledge * Student Attitudes* Observable * Measurable* Realistic * Understandable* Meaningful

DRAFTING GUIDANCE: ACTION WORDS

Action Words:* Articulate * Demonstrate* Improve * Increase/Decrease* Describe * List* Interpret * Contrast

Terms to Avoid:* Know * Understand * Appreciate * Learn * Become aware of * Increase awareness of * To enjoy * To believe

DRAFTING GUIDANCE: MEASUREMENT TOOLS

* Oral Presentation * Pre/Post Test* Essay * Interview* Feedback Survey * Observation of Performance* Focus Group * Reflection Paper* Projects * Table Top Exercises* Training Others * Portfolios* Questionnaire * Test/Exam* Activity Logs * Field Study* Rubrics * National Surveys * Peer/Self Evaluations * Quick Checks During Program

DRAFTING GUIDANCE: FORMAT

Source: “Putting Learning Reconsidered into Practice: Development and Assessing Student Learning Outcomes,” Keeling & Associates, June 6, 2007, http://assessment.uncg.edu/academic/docs/learning_reconsidered_institute_workshop.pdf.

DRAFTING GUIDANCE: AVOID OVERLY BROAD

Example SLO • Students will develop an appreciation of cultural diversity on campus.

Revised SLO• Students enrolled in the Cultural Diversity Seminar will describe three approaches to constructively engage campus diversity topics.

Measurement: essay, oral presentation, survey, group reflection, submit action plans

DRAFTING GUIDANCE: AVOID OVERLY BROAD

Example SLO • Students will demonstrate strong self-advocacy skills.

Revised SLO• Students who participate in self-advocacy programming through the

Office of Accessibility will be able to demonstrate at least 75% accuracy when completing the Self-Advocacy Scale.

Measurement: In-house questionnaire

DRAFTING GUIDANCE: AVOID OVERLY BROAD

Example SLO • Students will learn about substance abuse issues faced by college

students.

Revised SLO• Students attending residential life Alcohol Education programs will

analyze 2 health issues related to university students involved in substance abuse and develop a written plan to address one issue

Measurement: Essay/Action Plan, Pre/Post test

SLO DRAFTING ACTIVITY

SLO REVIEW

• What is the basis for the criteria for success?

• What population of students are you targeting for the SLO?

• Is the sample size (n) meaningful based upon the scope of the project?

• How is the department providing opportunities for students to learn the skills required for the SLO?

SLO REVIEW

• Does the SLO support your strategic plan and any other divisional/departmental mission statements?

• Does the data and/or processes to measure my SLO already exist (i.e. EBI survey, health survey, etc.)?

•• What method of assessment can I use to measure my outcomes (See Assessment Tools Chart)?

Assessment Mistakes

• Setting the bar too low for your success criteria.• Too focused on the same group of student who always respond

(RA’s, student leaders).• Equating assessment success with a positive performance

evaluation.• Seeing not meeting your success criteria as a failure as opposed

to an opportunity for improvement.• Confusing Student Learning Outcomes with Key Performance

Indicators.

FINALIZE ASSESSMENT PLAN

• Have you reviewed your Assessment Plan with your department team members?

• Have you reviewed your Assessment Plan with the Assessment Committee?

• Will your Assessment Plan provide evidence so your department can make continued improvement?

• Are your SLOs meaningful and measurable?

QUESTIONS

ASSESSMENT WALK-IN CLINIC

Additional Questions?

Come to an Assessment Committee meeting to speak with us.

Thursdays at 2pm in SSU 315.