STUDENT LEARNING AND ASSESSMENTCouncil for Advancement of Student Learning (CASL), 2009 Student Learning Mini-Conference

WELCOME!

Overview of the Day

UMD Council for Advancement of Student Learning

www.d.umn.edu/vcaa/assessment

STUDENT LEARNING & ASSESSMENT

Session Learning Objectives& Transformative Assessment

PARTICIPANTS OF THIS SESSION WILL…

1. Be familiar with the concept of transformative assessment

2. Know UMD’s proposed student learning goals and outcomes

3. Know the timeline for submitting Parts 1, 2, & 3 of their program’s assessment plan

4. Be familiar with the assessment planning templates5. Identify available resources for creating and

implementing program assessment plans

WHAT COMES TO MIND WHEN YOU HEAR THE WORD(S) … ASSESSMENT OR ASSESSMENT OF STUDENT LEARNING?

PRINCIPLES OF TRANSFORMATIVE ASSESSMENT

Mission Specific Focus on Student Learning Participatory Meaningful Sustainable Formative

• Outcomes should be created by those who will use the data – faculty and program staff

• Assessment should draw from what programs are already doing

ASSESSMENT – CLOSED FEEDBACK LOOP

student learning outcomes

measurement of outcomes

analysis of data

modifications in learning activities,

pedagogy, and curriculum

TRANSFORMATIVE ASSESSMENT

While a closed feedback loop is essential, it is not enough

Programs must also continually monitor and intentionally increase the quality of the program through each assessment cycle

An Upward SpiralStill identify goals and outcomes and

still measure those outcomes, but with ever-increasing improvement of the quality of student learning as the spiral moves upward

UMD LEARNING GOALS AND OUTCOMES

INSTITUTIONAL LEARNING OUTCOMES Council for Advancement of Student Learning (CASL)

Charged with developing a comprehensive assessment plan for UMD Recommended six institutional learning outcomes, which were

approved by EPC in December 2008 Student Development Assessment Team (SDAT)

Charged with developing student development learning outcomes Conducted review of recommended best practices Recommended melding of academic and student development

outcomes into one set of student learning outcomes Based on SDAT’s recommendation, CASL revisited UMD’s learning

outcomes and expanded to a set of nine inclusive outcomes Represents a holistic approach to learning in which the learning

experiences of students in the classroom and outside the class all contribute to the attainment of UMD's goals and objectives for learning Introduced to EPC 9/16 for discussion at next meeting.

UMD STUDENT LEARNING GOALS

Mission (excerpt from UMD mission statement)At UMD, a firm liberal arts foundation anchors a variety of traditional degree programs, outreach offerings, and selected professional and graduate studies. Active learning through internships, honors programs, research, and community service promotes the development of skills, critical thinking, and maturity sought by society.

Student Learning Goals

UMD promotes six major student learning goals at the undergraduate level:1. Knowledge—Knowledge acquisition, construction, integration, and application 2. Thinking—Cognitive complexity 3. Self-Realization—Intrapersonal development 4. Relationships—Relational interdependence 5. Social Responsibility—Community engagement and humanitarianism 6. Life Skills—Practical competence

Students will receive instruction and practice in these goal areas through the liberal education core, academic majors and minors, and student development programs. Collectively, these academic and student development programs provide opportunities for students to attain UMD’s learning outcomes.

UMD STUDENT LEARNING OUTCOMESUMD undergraduate graduates will be able to… Demonstrate competence in a major field. (Knowledge) Construct, integrate, and apply knowledge from instruction and

experience. (Knowledge) Think critically and creatively in seeking solutions to practical and

theoretical problems. (Thinking) Use ethical reasoning to make informed and principled choices. (Social

Responsibility and Self-Realization) Demonstrate self-knowledge across a range of developmental areas.

(Self-Realization) Communicate effectively through writing, speaking, and interpersonal

and group interactions. (Relationships) Apply understanding of cultural differences in diverse environments.

(Social Responsibility) Contribute to local, national and global communities in which they live.

(Social Responsibility) Apply life skills to succeed in college and beyond. (Life Skills)

TIMELINE & TOOLSOctober 15 – Step 1

Align Program Outcomes with UMD Student Learning Outcomes

STEP 1 TEMPLATE - OCTOBER 15, 2009

Review outcomes and indicate how each contributes to the UMD Student Learning Outcomes

It is not necessary to have a program outcome mapped to every UMD student learning outcome

Templates are available athttp://www.d.umn.edu/vcaa/assessment/forms.html

TIPS:• Strive to develop 5-6 program outcomes• During the assessment process, be open to

revising program outcomes

LEARNING GOAL OUTCOME MATRIXCampus Learning

GoalsCampus Learning

Outcomes Examples of general learning outcomes

Examples of program learning outcomes

KnowledgeKnowledge Acquisition, Construction, Integration, & Application

Students will be able to:

SLO #1. Demonstrate competence in a major field(s)

SLO #2. Construct, integrate, and apply knowledge from instruction and experience

Knowledge acquisition from study and experience. Possess knowledge of human cultures and the physical world; possess knowledge of [a specific] one or more subjects Knowledge integration. Connecting knowledge to other knowledge, ideas, and experiences. Use multiple sources of information and their synthesis to solve problems; know how to access diverse sources of information such as the internet, text observations, and data bases

Knowledge construction. Personalize learning; make meaning from text, instruction, and experience; use experience and other sources of information to create new insights; generate new…(more)

From B.A.Sc. Psychology: ….understand basic research methods in psychology, including research design, data analysis, and interpretation. From B.S. Computer Information Systems:…design, develop, and analyze significant software systems.

From Advising…Students will be competent in seeking out relevant and credible information through multiple resources.(more)

Tool

TIMELINE & TOOLSNovember 15 – Step 2

Map Curriculum/Activities to Program Outcomes

STEP 2 TEMPLATE - NOVEMBER 15, 2009

Examine curriculum/activities to identify where program outcomes are being addressed

All faculty/staff in the program should participate in these discussions

TIP:• Start with your program’s core courses - those

courses required by all students in the major

TIMELINE & TOOLSDecember 15 – Step 3

Build Assessment Plan

STEP 3 TEMPLATE - DECEMBER 15, 2009

Identify the ways that outcomes will be measured Identify the cycle for data collection

All program outcomes must be measured at least once by the spring of 2012

Academic Program – Optional TemplateTo collect information from faculty about required courses:• Map course objectives to program outcomes• Identify course-embedded assessments

COURSE-EMBEDDED ASSESSMENT Review materials generated by students in a course to

determine what evidence it provides that students have met specified student learning outcomes

Important: The intent is not to second-guess the faculty assignment of grades but only to focus on the assessment of student learning outcomes

Examples: Questions embedded in final exams Common questions in tests/exams across course sections Rubrics used to grade a class project, presentation, or

performance Pre/post tests Samples of student work

Session Today – 2:30 - Garden Room:A funny thing happened on the way to the

assessment with Geoff Bell

BUILDING A CAMPUS ASSESSMENT SYSTEM

Embedded assessments and other measures…

Provide data to measure achievement of program outcomes…

Which are aligned to campus outcomes.

A database that holds all the connections between program and campus outcomes, and tracks the measures of those outcomes, will allow data from multiple sources to measure a particular campus outcome.

RESOURCES & TOOLSePortfolio, staff, online, etc.

ePORTFOLIO Updated version with enhancements to

support authentic assessment of student learning

Includes… Tools to guide student input of work Assessment rubrics Explicit communication of program outcomes to

students Student responsibility for synthesis of work and

achievementsSessions Today – Rafters:

ePortfolio Pilots @ 10:30-11:45 and 2:30-3:45 p.m. Technology for Assessment @ 4:00-5:15 p.m.

Tool

SUPPORT & RESOURCES Assessment webpage: www.d.umn.edu/vcaa/assessment/ Assessment Grants – information on assessment website Assessment Staff:

Jackie Millslagle, assessment director Shannon Godsey – academic program assessment plans Mary Keenan – co-curricular program assessment plans CASL & SDAT members

IDS Workshops on November 4 & 5: Program Outcomes Mapping

Knowledge Management Center - assistance with developing ePortfolio assessment communities

Future webinars and discussion opportunities

Mini-Assessment: Question 1

1. When we talk about transformative assessment being predicated on an “upward spiral,” what do we mean?a. The ultimate goal of assessment is to

measure as much as possible.b. The ultimate goal of assessment is ever

increasing improvement in the quality of student learning.

c. The ultimate goal of assessment is to measure as many students as possible.

d. The ultimate goal of assessment is to broaden measures until the entire campus is included in the assessment activity.

Mini-Assessment: Question 2

2. At this point in time, UMD has proposed how many campus-wide student learning outcomes?a. 3b. 6c. 9d. 12

Mini-Assessment: Question 3

3. Which of the following activities do we hope that programs will accomplish by November 15?a. Mapping Curriculum/Activities to

Program Outcomesb. Align Program Outcomes with UMD

Student Learning Outcomesc. Programs Submit Their Actual

Assessment Plans

Mini-Assessment: Question 4

4. UMD’s proposed student learning outcomes represent an effort to tap into six student learning goals. Which of the following is NOT one of those six?a. Self-realizationb. Knowledgec. Social Responsibilityd. Vocational Aspiration

Mini-Assessment: Question 5

5. Which of the following is your best source of information if you want to increase your knowledge of ePortfolio?a. Students who actually are being asked

to use the systemb. Your associate deanc. Your collegiate student affairs officed. The Knowledge Management Center