Assessing Student Assessing Student Learning Outcomes Learning Outcomes

(Finding Out If They’re Learning What You Really

Want Them To)

Why Inputs/Outputs Don’t Why Inputs/Outputs Don’t WorkWork

In a Nutshell. . .In a Nutshell. . .Inputs and outputs quantify what

resources you have to offerStudent learning outcomes are

the skills or knowledge students acquire

Student Learning Student Learning Objectives AreObjectives AreMeasurableAction-orientedAggregated

What can they DO after your teachingthat they couldn’t do before?

Learning Objectives for This Learning Objectives for This PresentationPresentation

Mention how assessment must take into account learning styles

Students will know a lot about writing good learning objectives

Identify instructor’s favorite clothing color

Writing Good Objectives for Writing Good Objectives for Student Learning OutcomesStudent Learning Outcomes

Is this outcome measurable?Can it be taught?Can a change in the student as a

result of learning be identified and/or measured?

Can the results be used to improve instruction?

Are you measuring the right outcome?

Learning StylesLearning Styles

How are SLOs measured? How are SLOs measured? (Dugan & Hernon, 2002)(Dugan & Hernon, 2002)

Direct Methods◦Qualitative: developmental portfolios,

directed conversations◦Quantitative: content analysis,

evaluation of these/dissertations, testsIndirect Methods

◦Qualitative: focus groups, curriculum & syllabus evaluation, external reviewers

◦Quantitative: general surveys, satisfaction surveys

Pop QuizPop QuizTrue or FalseTrue or False

Use the same method of assessment for all student learning outcomes.

Direct methods of assessment analyze the work that students do.

Triangulation means studying something from multiple angles using multiple methods to make the analysis stronger.

Cognitive Levels of Cognitive Levels of PerformancePerformanceClark’s content-performance

matrix◦Remember: recall of content◦Use: application of content

List the steps of limiting a MedLINE search

Search MedLINE for articles on the adverse effects of smoking and limit to reviews from 2000 and later.

Bloom’s TaxonomyBloom’s Taxonomy

Clark’s & Bloom’s Clark’s & Bloom’s ComparedCompared

In a Nutshell. . .In a Nutshell. . .It is important to design learning

and assessment activities for multiple cognitive levels.

It is sometimes difficult to decide which cognitive levels a

specific assignment falls into. Use common

sense and vary the activities.

Types of Assessment Types of Assessment ActivitiesActivities

Pretests and Posttests Pretests and Posttests Differentiate between what you

taught and what they came in knowing

Use a paired samples t-test to check for significance

One Minute Paper/Muddiest One Minute Paper/Muddiest PointPoint

Audience Response Audience Response SystemsSystemsHigh tech Immediate responseFacilitates active listeningEncourages participation

Some Things to Some Things to RememberRememberAssessment should be embedded

in the learning processAll instructors who teach the

same course need to agree on content and assessment

Assessment is iterative

Pitfalls to AvoidPitfalls to Avoid

Using tests with uncertain validityBelieving information literacy is only

the responsibility of the libraryLinking assessment to performance

appraisals

The Assessment LibrarianThe Assessment Librarian

ReferencesReferencesAnderson, L. W., & Krathwohl, D. R. (2001). A

taxonomy for learning, teaching, and assessing. New York: Longman.

Avery, E. F. (Ed. ). (2003). Assessing student learning outcomes for information literacy instruction in academic institutions. Chicago: American Library Association.

Chizmar, J. F., & Ostrosky, A. L. (1998). The one-minute paper: Some empirical findings. The Journal of Economic Education, 29(1), 1-8.

Clark, R., & Harrelson, G. L. (2002). Designing instruction that supports cognitive learning processes. Journal of Athletic Training, 37(4 Supplement): S-152-S-159.

Dugan, R. E., & Hernon, P. (2002). Outcomes assessment: Not synonymous with inputs and outputs. The Journal of Academic Librarianship, 28, 376-380.

Ewell, P. (2003, July/August). The learning curve. BizEd, 28-33.

Forehand, M. (2007, July). Bloom’s Taxonomy. Retrieved August 6, 2007 from http://projects.coe.uga.edu/epltt/i ndex.php?title=Bloom%27s_Taxonomy

Gratch Lindauer, B. (1998). Defining and measuring the library’s impact on campuswide outcomes. College & Research Libraries, 59, 546-570.

Iannuzzi, P. (1999). We are teaching, but are they learning: Accountability, productivity, and assessment. The Journal of Academic Librarianship, 25, 304-305.

Jenkins, A. (1996, June 27). How to write learning outcomes. Retrieved August 1, 2007 from http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.html#top

Mann, B. L. (2006). Selected styles in web-based educational research. Hershey, PA: Idea Group, Inc.

McGinley, L. (2004, October). Working definitions. Retrieved August 1, 2007 from http://cai.cc.ca.us/ Summer2005Institute/index.htm on 8/1/07

University of Central Florida. (n.d.). Assessment for optimal learning: Classroom assessment. Retrieved July 23, 2007 from http://www.fctl.ucf.edu/assessment/ selectingmethods.html

Weinstein, D. (2006, January). Outcomes assessment is here to stay, get faculty buy in. Academic Leader, 1-2.

Photo CreditsPhoto Creditshttp://www.morguefile.com

◦Darren Hester (slide 21)◦Kenn Kiser (slides 3 & 14)◦Derek Benjamin Lilly (slide 5)