Winning Strategies for Assessing Student Learning Institutional Planning, Assessment, Research, and Testing (IPART) January 23, 2008.

Winning Strategies for Assessing Student Learning

Institutional Planning, Assessment, Research, and Testing (IPART)January 23, 2008

What is Assessment?

PLAN: Develop clear learning

outcomes

DO: Offer courses, programs, or

learning experiences

CHECK: Assess achievement

ACT: Use results

ASSESSMENT

Why Do We Assess? Outstanding communications tool Required by DoE, Middle States, and

discipline-specific accrediting bodies. When we claim our graduates can “think

critically” or “communicate effectively”, do we have evidence that they can?

Did my students understand what I just taught them? How do I know?

Guiding Principles At AUC Institutional Commitment Primacy of Student Learning Outcomes Community “Ownership” Multiple assessment measures Confidentiality A Secure Environment Resources to Support Assessment Open Access to Information Simplicity

Start With A Mission

Mission statement/Course description/Course objective

Should relate to the mission of the program.

Next: State Learning Outcomes

What will my students know? What will they understand?

What are the [4] “walk away” things you want students to be able to know and do when they leave your course?

Student focused rather than instructor focused. Students will (action verb) (knowledge, skills,

values) “Students will be able to…” “Students will

demonstrate…”

Huba, M.E. & Freed J. (2000). Learner Centered Assessment on College Campuses. Boston: Allyn & Bacon.

Learning Outcomes Reflect the university and program

missions. Align with program goals. Focus on important, non-trivial aspects

of learning. General enough to capture important

learning but clear and specific enough to be measurable.

Limited in number: 3-5 ideal.

Huba, M.E. & Freed J. (2000). Learner Centered Assessment on College Campuses. Boston: Allyn & Bacon.

Exercise: Teaching Goals Inventory

Break into groups of three. Each group member complete

teaching goals inventory. You have 10 mins.

University Learning Outcomes

Professional Skills Advanced Communication Skills Critical Thinking Cultural Competence Effective Citizenship

Samples of Learning Outcomes

Students will demonstrate the ability to make appropriate inferences and deductions from biological information.

Students will present original interpretations of literary works in the context of existing research on these works.

Students will use voice, movement, and understanding of dramatic character and situation to affect an audience.

Students will be able to explain the impact of the Korean War on US-Far East relations today.

Suskie, L. (2004). Assessing Student Learning: A Common Sense Guide. Bolton, MA: Anker Publishing.

Samples of Learning Outcomes

Too vague: Students will demonstrate information literacy skills.

Too specific: Students will be able to use institutional online services to retrieve information.

Better: Students will locate information and evaluate it critically for its validity and appropriateness.

Suskie, L. (2004). Assessing Student Learning: A Common Sense Guide. Bolton, MA: Anker Publishing.

Samples of Learning Outcomes

Focus on higher order thinking skills rather than memorization of facts or simple conceptual understanding. Students will be able to identify grammatical forms

(past participles, etc.)… Better: Students will be able to write and speak

grammatically. Students will be able to recall important historical

dates… Better: Students will be able to place historical events

within a social and political context, to draw meaningful comparisons between events, and to analyze current events within a historical framework.

Middle States Commission on Higher Education (2003). Student Learning Assessment: Options and Resources. Philadelphia: MSCHE.

Exercise: Writing Effective Learning Outcomes

In your groups of three: Using results of teaching goals inventory, each

group member will write a list of three learning outcomes for a class he/she teaches.

Share the goals with the group. Review:

Do they use “action” verbs? Stated in terms of outcomes – what students will

know/do after completing the course? Avoid “fuzzy” words? Are measurable?

Each group will present one set of course learning goals.

Share Learning Goals With Students

Listed on course syllabus, so they understand: Why is it important to take this course? What are the important things they will learn

in this class? What is expected of them? How will this course help prepare them for

career and life? How does this course relate to other courses

in program?Suskie, L. (2004). Assessing Student Learning: A Common Sense Guide. Bolton, MA: Anker Publishing.

How Will You Assess Progress?

Assessment Methods Direct Methods

Pre- and post-tests Exam questions and quizzes H/W assignments Projects, term papers and reports Case study analysis Artistic performances and products Portfolios Classroom assessment techniques (CATs)

Criteria for scoring should be explicit (rubrics)

Middle States Commission on Higher Education (2003). Student Learning Assessment: Options and Resources. Philadelphia: MSCHE.

How Will You Assess Progress?

Assessment Methods Indirect Methods

Mid-term and course evaluations (with questions about learning)

Test blueprints (outlines of concepts and skills covered on tests)

No. of student hours spent on service learning, activities, etc.

Grades not based on scoring criteria Exit interviews/surveys

Middle States Commission on Higher Education (2003). Student Learning Assessment: Options and Resources. Philadelphia: MSCHE.

Course-Embedded Assessment – Best Practice

Authentic – address ill-defined problems or issues.

Engaging – provoke student interest and persistence.

Challenging – encourage student learning. Valid – yield useful information Responsive – provide feedback to students.

Huba, M.E. & Freed J. (2000). Learner Centered Assessment on College Campuses. Boston: Allyn & Bacon.

How Will You Assess Progress?

Targets/Benchmarks “Departmental review of portfolios

shows that 75% of students score in the top two categories of the scoring guideline.”

“At least 80% of final presentations are rated as good or better.

Assessment, Teaching, and Learning

Students learn most effectively when: They have opportunities to revise their work

Multiple drafts and critiques, peer review

They understand course and program goals Need framework They (and you) reflect on what and how they have

learned Assignments and assessments relevant to course goals

are connected to learning activities and focus on most important goals.

Middle States Commission on Higher Education (2003). Student Learning Assessment: Options and Resources. Philadelphia: MSCHE.

Assessment, Teaching, and Learning

Students learn most effectively when: They understand the characteristics of

excellent work. Test blueprints; rubrics; instructive comments, even

on m/c exams (guidance on which types of questions are causing difficulty)

Their learning styles are accommodated. Diversify presentation, lectures, and types

of learning experiences.

Middle States Commission on Higher Education (2003). Student Learning Assessment: Options and Resources. Philadelphia: MSCHE.

First and Foremost:

Assessment is a tool for you to use: To improve communication with students To gain insight into what works and what

doesn’t To help you understand where change is

needed To ensure that your students are really

learning what they need to learn.

Institutional Support IPART:

http://www.aucegypt.edu/RESEARCHATAUC/ipart/ Assessment at AUC Assessment News Assessment Plans and Reports How to Assess Workshops and Events Additional Resources Glossary

Center for Learning and Teaching Training and Development Center Teaching Enhancement Grants

Thank You!

Photos and clip art courtesy of Microsoft Office.