august 15th 2007 assessment of student learning outcomes by kirby hayes
TRANSCRIPT
August 15th 2007
Assessment of Student Learning Outcomes
byKirby Hayes
August 15th 2007
Why assess student learning outcomes?
Improve learning Deliberate use of evidence of student
learning to inform curricular improvements Respond to accreditation requirements
University-level regional accreditation Discipline-level accreditation e.g. ABET
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Outline
North Central Association Created the Higher Learning Commission Changes in process since 1999/2000 Emphasis on assessment of student learning
Purdue Preparation 3-Step Process Examples Timeline
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North Central Association
Northwest Western North Central Southern Middle States New England
North Central region – 19 states, 980 colleges/universities
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North Central Association
Review occurs every ten years Purdue continually accredited since
1913 Last review in 1999/2000
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North Central Association Timing for 2009/10 review
Fall 06: HLC notified Purdue to “get ready” Spring 07: SLOAW Organized Fall 07: Purdue identifies self-study coordinator Fall 07/Summer 09: Campus conducts self-study
and prepares report. Fall 09: Site visit by review team. Spring 10: Team report and university response
reviewed by HLC panel. Spring 10: Final decision by HLC. (Monitoring
reports have been common since 2005)
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Higher Learning Commission
NCA created the Higher Learning Commission (HLC) in 2005
The process/focus of accreditation was changed in 2005, to an evidence-based evaluative (vs. descriptive) report demonstrating compliance with five basic criteria.
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The Five Criteria
Preparation for the Future
Student Learning and Effective
Teaching
Acquisition, Discovery,
Application of Knowledge
Mission & Integrity
Engagement & Service
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Student Learning and Effective Teaching 3a - The organization’s goals for student learning
outcomes are clearly stated for each educational program and make effective assessment possible.
4b - The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.
4c - The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.
“Shared responsibility” and high faculty involvement
August 15th 2007
Student Learning and Effective Teaching 3a - The organization’s goals for student learning
outcomes are clearly stated for each educational program and make effective assessment possible.
4b - The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.
4c - The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.
“Shared responsibility” and high faculty involvement
August 15th 2007
Student Learning and Effective Teaching 3a - The organization’s goals for student learning
outcomes are clearly stated for each educational program and make effective assessment possible.
4b - The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.
4c - The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.
“Shared responsibility” and high faculty involvement
August 15th 2007
Student Learning and Effective Teaching 3a - The organization’s goals for student learning
outcomes are clearly stated for each educational program and make effective assessment possible.
4b - The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.
4c - The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.
“Shared responsibility” and high faculty involvement
August 15th 2007
Preparation for 2009/10 Fall 2007: appoint leadership team and develop plan
for self-study. Determine theme for self-study. Develop campus plan for assessment of student
learning activities (SLOAW). Join HLC Assessment Academy (SLOAW). Learn from Purdue faculty serving as HLC peer
reviewers. Learn from recent reviews of Big 10/peer institutions. Inform and engage campus in review activities.
August 15th 2007
Assessment
“Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.” (Huba and Freed, 2000)
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Basic Assessment Model
InstructionalActivities
InstructionalAssessment
Student Learning Outcomes
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Basic Assessment Model
Program student learning outcomes define what a student will be able to know AND do upon completion of the program.
InstructionalActivities
InstructionalAssessment
Student Learning Outcomes
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Basic Assessment ModelStudent Learning Outcomes
InstructionalActivities
InstructionalAssessment
Instructional activities provide students with meaningful opportunities to achieve a stated learning outcome.
August 15th 2007
Basic Assessment Model
Instructional assessments allow you to monitor student learning and provides you feedback about the effectiveness of your instructional activities for supporting students achievement of a stated learning outcome.
InstructionalActivities
InstructionalAssessment
Student Learning Outcomes
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Purdue's Plan
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Scope of Assessment For each undergraduate, graduate and post-
baccalaureate program (broadly defined as major), the HLC review team will want to see evidence of: student learning outcomes and how they are addressed, assessment of student learning outcomes, and ongoing efforts to help improve student learning based on these assessments. To meet the requirements stated in subsections 3a, 4b, and 4c, the following steps need to be completed for each program (undergraduate, graduate, and post-baccalaureate) and answers to the related topic questions should be provided.
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3-Step Plan
Step 1: Identification of and Activities for Achieving Student Learning Outcomes
Step 2: Assessment of Student Learning Outcomes
Step 3: Ongoing Efforts to Improve Student Learning
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3-Step Plan
Step 1: Identification of and Activities for Achieving Student Learning Outcomes Outcomes: What are the student learning
outcomes and their sources for this program? Activities: In what activities are students involved
to help achieve these learning outcomes?
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3-Step Plan
Step 2: Assessment of Student Learning Outcomes Evidence: What assessment evidence is collected
to determine students’ achievement of the learning outcomes? (show multiple measures and frequency of measures)
Findings: Based on your assessment evidence, to what extent have students achieved the learning outcomes?
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3-Step Plan Step 3: Ongoing Efforts to Improve Student
Learning Reviews: To help inform improvement of student learning,
what processes do you use to review the assessment evidence?
Changes: As a result of reviewing the assessment evidence, what did or will you change (if anything) to help students achieve an acceptable or higher level of the learning outcome?
Impacts: If any changes were made, what impacts did they have on the extent to which students achieved the learning outcome?
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3-Step Plan
Shared Responsibility How did you ensure broad faculty
involvement in these three steps?
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Template
See Handout
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2007/2009 Timeline
Thru December 2007 Develop/Implement process (SLOAW) Develop web-based template (SLOAW)
Thru May 2008 All programs populate template with one
outcome (establish review process) Thru May 2009
All programs populate template with all outcomes
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Beyond 2009/10
Assessment of student learning must become a routine part of the work we do. We can begin to accomplish this by embedding the learning outcomes initiative into our next strategic plan.
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Assessment Resources
University of Central Florida - Assessment Document http://iaaweb.ucf.edu/oeas2/pdf/acad_prog
ram_assessment_handbook_rev022704.pdf
American Psychological Association – Assessment Strategy http://www.apa.org/ed/eval_strategies.html
August 15th 2007
Books and Articles
Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques. (2nd ed.). San Francisco: Jossey-Bass.
Huba, M. E. & Freed, J. E. (2000). Learner-centered assessment on college campuses. Boston: Allyn & Bacon.
Walvoord, B.E. (2004). Assessment clear and simple. San Francisco: Jossey-Bass.
August 15th 2007
Assessment of Student Learning Outcomes
byKirby Hayes