STUDENT LEARNING OUTCOMES ASSESSMENT. Cycle of Assessment Course Goals/ Intended Outcomes Means Of Assessment And Criteria For Success Summary of Data.

STUDENT LEARNING OUTCOMES ASSESSMENT

Cycle of Assessment

Course Goals/Intended Outcomes

Use of ResultsTo Implement

Change

Institutional &Program/

DepartmentGoals

Summary of Data

Collected

Means Of Assessment

And CriteriaFor Success

Where to Start?

Lesson Plans Syllabi Review Course Descriptions

Reflect accurate focus? Collaborative Effort

Are goals for a course shared by all sections?

Teaching Goals Inventory

When Planning a Lesson :

What do you want students to “get” from the lesson?

How can this be articulated so that you will be able to know if the students “got it”?

Articulate as a goal or outcome in order to assess if students met goal of lesson

Scaffolding:

What are the specific goals of using scaffolding?

What are your expectations? How will you know if scaffolding

worked?

Principles of good goals:

Singular Measurable Observable Use action words Reasonable

Bloom’s Taxonomy of Cognitive Domain

Level Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Action Verbs compare, judge, defend,

appraise

compile, compose, create, predict

infer, deduce, diagram, outline

change, demonstrate, operate, solve

discriminate, estimate, explain, generalize

define, list, identify, recite

Observable Use action words

Students WILL:“interpret”

“analyze”“demonstrate”

“compose”“identify”

What is one goal for tomorrow’s class?

Students will ______________

Is this goal: Observable? Singular? Measurable?

Cycle of Assessment

Course Goals/Intended Outcomes

Use of ResultsTo Implement

Change

Institutional &Program/

DepartmentGoals

Summary of Data

Collected

Means Of Assessment

And CriteriaFor Success

Means of Assessment & Criteria for Success:

How do you know:

Students met the goal?

And to what extent?

Types of Assessment (specifically for classroom assessment)

Minute papers The Muddiest Point One sentence summary Directed paraphrasing

Examples of Direct & Indirect Measures of Student Learning at the Course Level

Direct:Homework assignmentsExams and quizzesStandardized testsReportsClass discussionRubric scores for

writing or presentations

Grades directly related to learning goals

Indirect:Course EvaluationsNumber of hours

students spend on homework

Assessment of Student Learning survey responses

Grades that are not based on criteria directly related to learning goals

Test Blueprints

List of the key learning outcomes to be assessed on a test

Includes number of points or test questions aligned to each learning goal

RUBRICS

Criterion-based rating scale Establishes guidelines in evaluating

assignments Can be simplistic or comprehensive Should be pre-tested

Simple Checklist Rubric

Are important components of an assignment reflected in students work?

Simple Rating Scales

Categorizes work:5=Excellent4=Good3=Satisfactory2=Fair1=Poor

Detailed Rating Scale

Provide common performance standards

Make scores more consistent Can be given to students along with

the assignment Clear expectations- students will

know what is expected of them

Research Paper Excellent Proficient Fair Poor

Research Methods (35 pts)

Organization (30 pts)

Original Thinking (25 pts)

Citations (10 pts)

Example of a Detailed Rating Scale

Implementing the Assessment:

Will the means of assessment measure what you want to find out

Inform students Explain why- to make

improvements, not to grade Read/review as soon as possible Time: For “quick” assessments: 1-2

minutes per student assessment

Criteria for Success

Overall Primary total rating

ComponentSecondary, more

detailed. Identify scores

which would elicit further review by faculty

Establishing Criteria for Success Reasonable expectation of work Expressed in specific terms

(overall) “At least 75% of class will receive a rating of a 3.0 or better on the organization component of the research paper rubric”

(overall) “The average number of points earned in the first section of the exam will be at least 15”

(component) “No more than 5% will earn 5 points or less”

Cycle of Assessment

Course Goals/Intended Outcomes

Use of ResultsTo Implement

Change

Institutional &Program/

DepartmentGoals

Summary of Data

Collected

Means Of Assessment

And CriteriaFor Success

Summary of Data Collected

What were your results? Did you meet, exceed or fall below

your target? What do the results tell you?

Hypothesize

Results Should:

Show to what extent goals were accomplished

Be linked to use of assessment means chosen

Detailed to show the assessment took place

Justify the “use of results”

Results Should Not:

Be statistically unlikely Match criteria of success exactly Not be used

Informing Students of Results:

What did you learn from students’ responses?

Mode of informing students Handout or through discussion (e.g.

40% thought “X” was the muddiest point.)

Discuss any changes: You’ll make Students should make

Cycle of Assessment

Course Goals/Intended Outcomes

Use of ResultsTo Implement

Change

Institutional &Program/

DepartmentGoals

Summary of Data

Collected

Means Of Assessment

And CriteriaFor Success

Using Results

-Is the use of results substantive enough?

-Do you need to modify your pedagogy, lesson plan, goals, targets or assessment tools?

-Detailed enough?-Communicated to the appropriate

parties? (your students, department Chair, Dean)

Using Assessment Results

Results Reason/Hypothesis Action Taken

*: Table adapted from “Student Learning Assessment, Options and Resources” by Middle States Commission on Higher Education.

If Results are Positive:

Celebrate your successes! Let colleagues know!

If Results are Not So Positive:

What needs to be modified? Work with colleagues Don’t get discouraged!

Some Tips:

Start off in one class Try out on yourself first Don’t make it a chore/burdensome-

keep it simple Take note: first few times it will take

a little longer Close the loop!

Next Steps:

Continue the assessment cycle Share with department Create an assessment process Visit Office of Institutional Research

& Assessment with any questions!

Questions?

Kimberly Gargiulo, Coordinator of AssessmentOffice of Institutional Research andAssessmentS [email protected]