assessing student learning lynn merklin assistant provost office of institutional effectiveness...
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Assessing Student Learning
Lynn MerklinAssistant ProvostOffice of Institutional Effectiveness
August, 2014
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Important Questions for Teachers
• What is most important for students to learn?
• What teaching methods and learning activities
will work best?
• How will I know if students have learned?
• How can I help them learn better?
. . . . Assessment!
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What is assessment?
1. Establish clear measurable, expected outcomes
2. Ensure students have sufficient opportunity to achieve
3. Systematically gather, analyze & interpret evidence
4. Use resulting information to understand and improve
student learning
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Establishing Outcomes
What kind of learning?
• Psychomotor
• Affective
• Cognitive
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What Level of Learning? Psychomotor Domain
• Imitation
• Practice
• Habit
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Levels of Learning: Affective Domain
Krathwohl’s taxonomy
• Receiving
• Responding
• Valuing
• Organization
• Characterization (internalization)
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Levels of Learning: Cognitive Domain
Bloom’s Taxonomy (revised)
• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating
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Types of Assessment
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Formative versus Summative
Formative assessment checks progress and
identifies areas that need strengthening.
Summative assessment sums up learning.
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Direct Evidence of Learning
Answers questions of what students know and can do.
• Projects, presentations, performances, etc. scored with
rubric
• Quizzes and exams
• Observations of behavior
• Classroom response systems (clickers)
• Student reflections on values, attitudes, & beliefs
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Indirect Evidence of Learning
Answers questions of how learning is
perceived or why performance was above or
below expectation.
• Surveys
• Interviews
• Focus groups
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Quantitative vs. Qualitative
Quantitative
• Structured, predetermined response options
• Numbers can be analyzed statistically
• Test scores, rubric scores, survey ratings
Qualitative
• Measures things that can’t easily be put in numbers
• Looks for recurring themes/patterns
• Allows exploration of possibilities
• Reflective writing, discussion threads, interviews, focus
groups, observation
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Objective vs. Subjective
Objective
• Assesses broader learning
• Provides lots of information in short time
• Can be summarized as a single number
• More time to construct, easy to score
Subjective
• Evaluates skills that objective tests cannot
• Can assess skills directly
• Scoring procedures allow nuances or partial credit
• Assessments themselves promote learning
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Useful Assessments
• Focus on clear and important learning outcomes
• Utilize a variety of measures
• Provide accurate and truthful information
• Used to improve teaching & learning
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Match Assessment to Learning Level
• Remembering --> list, name, recall
• Understanding --> identify, describe, discuss
• Applying --> apply, complete, demonstrate
• Analyzing --> categorize, compare, contrast
• Evaluating --> argue, interpret, rate
• Creating --> construct, design, plan
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Developing Assessments
• What is it that students must know/do? (outcome)
• What activity will facilitate learning?
• How should this learning be assessed? (measure)
• What level of achievement signals success?
(achievement target)
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Example
• Program Goal: Graduates are skilled at problem-solving
• Outcome: Students will present an appropriate resolution
plan for an assigned business case study
• Measure: Case study assignment and presentation to
external evaluators in capstone course
• Achievement target: All students will achieve satisfactory or
better on 5 of 6 components of the grading rubric. No
component score may be lower than “emerging”
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Your Turn
• Goal: What is the goal/purpose of your course?
• Outcome/Objective: Write a student learning outcome
for your course (specific, measurable - using an action
verb).
• Activity: What activity will facilitate learning?
• Measure: What method will you use to measure
learning?
• Achievement target: What level is satisfactory?
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Evaluation in Courses
• Multiple measures
• Related to learning outcomes
• Scores tallied for each student
• Non-learning measures may be included
• Grades are assigned
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Course Level Assessment
• Assess achievement of learning outcomes
• Aggregate data for whole class
• Analyze results as evidence of learning
• Adjust content, activities, delivery, etc. to improve
learning
• Act on adjustments
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Program Level Assessment
• Focuses on program goals and outcomes
• Uses a variety of measurement methods
• Assumes that program > sum of parts
• Decisions made by all program faculty
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Program Level Assessment
• Assess program outcomes
• Analyze aggregated student data
• Adjust curriculum, delivery, sequence, etc.
• Act on decisions for improvement of learning
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Combining classroom and program assessment
• Program outcomes referenced in syllabi
• Assessments in key courses
• Designed by program faculty
• Demonstrate mastery of program outcomes
• Generally given near end of program
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Course Assessment•Aligned with program goals & outcomes
Program Assessment•Aligned with University mission & goals
University Assessment: •Achievement of mission and goals
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Annual Assessment Cycle
Assess
Analyze
Adjust
Act
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University Assessments
Student Learning • Course
• Program
• Institution
Annual Faculty Review• Student ratings• Self-assessment• Supervisor review
Program Review
• Mission, impact, demand
• Program quality
• Financial analysis
• Strategic analysis
Strategic Plan
• Key performance indicators
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Resources
• Office of Institutional Effectiveness
• www.andrews.edu/effectiveness
• Phone: ext. 3308
• Center for Teaching and Learning Excellence, JWL
• Assessing Student Learning: A common sense guide. Suskie
• Classroom Assessment Techniques: A handbook for college teachers.
Angelo & Cross
• Faculty Institute!