Learning Goals, Curriculum, Portfolios and Assessment: You’ve Got to Start Somewhere

Steve Hurlbut, Assistant Professor of Management

Shurlbut@Westminstercollege.edu

The IdealLearning Goals First: These are the

foundation of EVERYTHING.Assessment Second: HOW will we determine

if the students have learned what we want them to learn?

Curriculum Design Third: The classes are the BRIDGE. Does the material in the classes address the learning goals, and is it consistent with the assessment method?

The RealityAt many schools, the curriculum is based on a

model that has existed since the 70’s: Some skills based classes (English Writing,

College Algebra, Speech, etc.), Some content based (one from Natural

Sciences, one from Social Sciences, etc.).Some more innovative additions (learning

communities, living arts, etc.

The Reality (Part 2)Learning Goals (along with the Mission

Statement) get reviewed every 5-7 years:Generally by a task force of trustees,

administrators, faculty, staff and students.Then affirmed by the subgroups represented

on the task force.Usually, without substantial changes to the

Curriculum; it is harder to change graduation requirements, because the “the devil is in the details.”

The Reality (Part 3)Many schools are latecomers to authentic

AssessmentAccreditation bodies have more specific

requirements than in the pastThe literature on assessment theory and

practice has only recently made major advances

Westminster College Example13 of our 16 liberal education categories are

substantially unchanged since the 80’s Our Mission, Vision, and Learning Goals were

reviewed and substantially changed in 2006This year is a pivotal year for Assessment:

Faculty just approved the use of Portfolios for assessment in February, 2011.

The Big Question:Learning Goals, Curriculum Design, and

Assessment are supposed to be closely inter-related, but many schools treat each of the three as a separate entity.

But we can’t try to do all three at the same time.

HOW DO YOU BEGIN THE PROCESS OF TRULY INTEGRATING ALL THREE?

ANSWER:

PORTFOLIOS

The Steps = A CyclePortfolio artifacts = Learning GoalsStudent Inventory and ReflectionFaculty Audit and ReviewLearning Goal Review/RevisionCurriculum Review/Revision

Artifacts and Learning GoalsMost Liberal/General Education

requirements are content area-based (Fine Arts, Social Sciences, etc.

Most Learning Goals are Skill-based (Critical Thinking, Effective Communications, etc.)

Has your school thought through which General Education requirements will result in which Learning Goal?

If not, this will be evident when the first student portfolios are completed.

Student Inventory and ReflectionWhen do students learn about Portfolios?When do they first reflect on what they have?When do they last reflect on what they have?Who guides this process?

Faculty Audit and ReviewWho will review?How many to review?When?How to record findings/conclusions?

Learning Goal Revision and ReviewHow to report findings of portfolio reviewers?Do the portfolio artifacts affirm the value of

the learning goals?Do some of the learning goals seem to be

neglected in the portfolios?Are any of the Learning Goals frequently

represented by artifacts that don’t apply, or by artifacts that don’t effectively represent the skill?

Curriculum Review and RevisionAre some classes heavily (perhaps over-)

represented in student portfolios?Are some classes rarely (or never)

represented in student portfolios?Are some professors noticeably over- (or

under-) represented in student portfolios?Do some frequent gaps in student portfolios

suggest major course revisions, or new course requirements?

The Finish LineThere isn’t any finish line. . . However, the cycle of Portfolio evaluation, Learning Goal review, and

Curriculum audit becomes the most powerful tool we have to addressing the Big Question:

HOW DO YOU BEGIN THE PROCESS OF TRULY INTEGRATING ALL THREE?