Introduction to Designing Assessment Plans Workshop 1

Learning Outcomes & Assessment PlanWorkshop

May 13, 2013

• Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment

• Write observable, measurable learning outcomes for their program

• Draft a curriculum map that identifies specific courses where program learning outcomes are addressed

• Develop a plan, including a timeline, to gather, analyze, and interpret assessment data

Workshop Learning Outcomes

At the end of this workshop participants will be able to:

• Overview: purpose and process of assessment, components of an assessment plan.

• Step 1: Create observable, measurable learning outcomes

• Step 2: Draft a curriculum map

• Step 3: Identify corresponding program outcomes and assessment methods to demonstrate evidence of student learning.

• Step 4: Develop a plan to gather, analyze, and interpret assessment data to determine how well student learning matches expectations.

Assessment Plan Workshop Step-by-Step

• CaATE ABET CDE• ACS TEAC HLC• NASM AACSB

Accreditation

• Higher Learning Commission• State of Colorado Department of Higher Education• Competition for $$$

Accountability

• Curriculum• Pedagogy• Student Services

Improvement

Purpose:WhyAssess?

“Create a culture of assessment on campus that is meaningful to faculty and enhances overall student

learning”

1.B.ii Action Items for Strategic Plan Goals for Fort Lewis College, 2012-2016

We Owe It To Our Students

instructors students

What course content should be taught?

What texts do I want to use?

What teaching and learning methods are appropriate

How will I assess?

In what ways will I be

assessed (what’s due when)?

What will I have to know?

Other course requirements (attendance, etc.)

How will I approach the course

Center for the Study of Higher Education

1. Existing Culture2. Create a realistic plan with appropriate

resources3. Faculty involvement is key4. Clear statements of expected student

learning5. Appropriate methods6. Useful Data

6 Guiding Principles of Assessment

adapted from AAHE’s Principles for Good Practice in Assessing Student Learning (Astin, 1991) and Assessment in practice: Putting principles to work on college campuses (Banta, Lund, Black, & Oblander, 1996)

Institutional Mission

Institutional Goals &

Student LOs

Program Student LOs

Course Outcomes & Learning Activities

What is Program Assessment?

The systematic collection, review, and use of information about educational programs undertaken for the purpose of providing “students with the best possible education and ensure student learning is of appropriate scope, depth, and rigor” ~ Palomba & Banta (1999; Suskie, 2012)

Assessment must be meaningful!

Faculty must have a voice and an investment in the

assessment process

Assessment must be manageable!

First look at what is already being done to

assess

Term Definition

Goals General expectations for students. Effective goals are broadly stated, meaningful, achievable, and assessable.

Learning outcomes (LOs)

Statements that identify the knowledge, skills, or attitudes that students will be able to demonstrate, represent, or produce as a result of a given educational experience. Often used interchangeably with “objective”

Common terminology

Dr. Jo Allen, Senior Vice President & Provost

Middle States Commission on Higher Education, October 2008

STEP 1: Anatomy of an Assessment Plan

• Program Outcomes that are observable and measurable

• Curriculum Map that makes connections between program-level and course outcomes along with levels of instruction (I, R, M)

• Methods & Measures articulated including direct and indirect measures of student learning

Program Outcomes

Curriculum Map

Methods &Measures

Assessment Infrastructure

Findings

Use of Findings

Adapted from University of Cincinnati, Center for the Enhancement of Teaching & Learning

Anatomy of an Assessment Plan

Adapted from University of Cincinnati, Center for the Enhancement of Teaching & Learning

• Assessment Infrastructure includes timeline and faculty charged with overseeing the implementation of plan

• Findings documented and explained; patterns, trends benchmarks identified

• Use of Findings discussed among faculty, revisions made to learning outcomes, pedagogy, or assessment plan

Program Outcomes

Curriculum Map

Methods &Measures

Assessment Infrastructure

Findings

Use of Findings

PART 1: Program-Level Learning Outcomes

To clearly identify the expected knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire at an institution of higher education.

Program LOs – A shift in Focus

What students learn

What professorsteach

Example: Good SLO

University of Hawaii, Mānoa Assessment Office

Learning Outcomes OverviewKent State University Faculty Professional Development Center

Step 2: Program Learning OutcomesReview: Content of learning outcomes:

• identify what a student is expected to know, be able to do, or understand at graduation

• makes use of appropriate level verbs such as describe, apply, analyze, evaluate, create, etc.

• are observable and measurable• are focused on the program, not individual courses• are linked to program goals • Are detailed and meaningful enough to guide

program planning and pedagogical decisions

Individually:Using the rubric, select 1-3 of your outcomes

and write / rewrite them. Continue to work on writing your LOs

In pairs / small group:Work with partner to provide feedback and

support

Practice

Step 3: Curriculum Mapping

Requirements SLO 1 SLO 2 SLO 3 SLO 4

EPS 101 I I I

EPS 202 R I

EPS 301 R R

EPS 480 R

EPS 490 M M

Exit interview A A

I = introduced, R= Reinforced/Practices, M = Mastered (at exit or senor level, A = Assessed for program assessment

Our Goal: Curriculum Alignment

Aligning learning outcomes, learning and teaching activities and the assessment. Adapted from Biggs(1999) p 27

Learning & Teaching Activities

Designed to meet learning outcomes

IntendedLearning Outcomes

Assessment Methods

Designed to assess learning outcomes

Curriculum Maps are

Powerful for programs:

• Ensures students have sufficient opportunity to master specific outcomes

• Ensures all requirements contribute to student success

• Identifies where evidence for program level assessment can be collected

Your Turn…

• create and analyze your curriculum map

Ask yourself:• Is this a cohesive curriculum?

• What makes it cohesive or not?

• What recommendations, if any, would you make to the department?

Step 3: Selecting Evidence of Student Achievement

• Direct evidence is actual student work showing student knowledge and skills. Examples might include embedded assignments, portfolios, senior thesis projects, or observations of presentations.

• Indirect evidence is student, faculty or employer perceptions of student performance. Examples might include surveys, exit interviews, focus groups, or student self-assessment.

These types of evidence are meant to be combined to more fully understand a learning outcome

Step 4: Completing the 5 year PlanOutcome Assessed and course #

Criteria for Successtarget or minimum results used to indicate if program outcome was met

Method(s) to Collect EvidenceBrief description of what will be collected, how, and by whom.

Method to Analyze/ Evaluate Brief description of how the evidence will be analyzed or evaluated and by whom.

Timeline & StatusList the semester/dates when the evidence will be collected and evaluated.

Team membersList the names of those who will oversee collecting, analyzing, reporting, and using results.

ReferencesAllen, M. J. (2004). Assessing academic programs in higher education. Bolton, MA: Anker.Frye, S. (1999). Assessment, accountability, and student learning outcomes. Retrieved May 20, 2008, for the Western Washington University Web Site: http://www.ac.wwu.edu/~dialogue/issue2.htmlKrajcik, J., Czerniak, C., & Berger, C. (2003). Teaching children science: A project-based approach. Retrieved May 20, 2008, from the McGraw Hill: Online Learning Center Web Site:http://highered.mcgraw-hill.com/sites/0072486740/student_view0/key_terms.htmlMaki, P. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Sterling.Marchese, T. J. (1987). Third down, ten years to go. AAHE Bulletin, 40, 3-8.Nichols, J. (2005). The administrative unit assessment handbook: Measuring student support services and administrative objectives. Retrieved February 3, 2008 from the University of Central Florida Web Site:http://iaaweb.ucf.edu/oeas/adm_assess_handbook.pdfPalomba, C. A., & Banta, T. W. (1999). Assessment essentials: Planning, implemented, and improving assessment in higher education. San Francisco. Jossey Bass.Stevens, D.D. & Levi, A. J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Sterling, VA: Stylus.Suskie, L. (2004). Assessing student learning: A common sense guide. San Francisco, CA: Josey-Bass.The Higher Education Academy (2008). Constructive alignment and why it is important to the learning process. Retrieved May 20, 2008, from The Higher Education Academy Web Site:http://www.engsc.ac.uk/er/theory/constructive_alignment.aspUniversity of Central Florida (UCF). Program assessment handbook: Guidelines for planning and implementing quality enhancing efforts of program and student learning outcomes. Retrieved February 3, 2008 from University of Central Florida Web Site: http://iaaweb.ucf.edu/assessment/support/acad_assess_handbook.pdf