student learning outcomes assessment. cycle of assessment course goals/ intended outcomes means of...
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STUDENT LEARNING OUTCOMES ASSESSMENT
Cycle of Assessment
Course Goals/Intended Outcomes
Use of ResultsTo Implement
Change
Institutional &Program/
DepartmentGoals
Summary of Data
Collected
Means Of Assessment
And CriteriaFor Success
Where to Start?
Lesson Plans Syllabi Review Course Descriptions
Reflect accurate focus? Collaborative Effort
Are goals for a course shared by all sections?
Teaching Goals Inventory
When Planning a Lesson :
What do you want students to “get” from the lesson?
How can this be articulated so that you will be able to know if the students “got it”?
Articulate as a goal or outcome in order to assess if students met goal of lesson
Scaffolding:
What are the specific goals of using scaffolding?
What are your expectations? How will you know if scaffolding
worked?
Principles of good goals:
Singular Measurable Observable Use action words Reasonable
Bloom’s Taxonomy of Cognitive Domain
Level Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Action Verbs compare, judge, defend,
appraise
compile, compose, create, predict
infer, deduce, diagram, outline
change, demonstrate, operate, solve
discriminate, estimate, explain, generalize
define, list, identify, recite
Observable Use action words
Students WILL:“interpret”
“analyze”“demonstrate”
“compose”“identify”
What is one goal for tomorrow’s class?
Students will ______________
Is this goal: Observable? Singular? Measurable?
Cycle of Assessment
Course Goals/Intended Outcomes
Use of ResultsTo Implement
Change
Institutional &Program/
DepartmentGoals
Summary of Data
Collected
Means Of Assessment
And CriteriaFor Success
Means of Assessment & Criteria for Success:
How do you know:
Students met the goal?
And to what extent?
Types of Assessment (specifically for classroom assessment)
Minute papers The Muddiest Point One sentence summary Directed paraphrasing
Examples of Direct & Indirect Measures of Student Learning at the Course Level
Direct:Homework assignmentsExams and quizzesStandardized testsReportsClass discussionRubric scores for
writing or presentations
Grades directly related to learning goals
Indirect:Course EvaluationsNumber of hours
students spend on homework
Assessment of Student Learning survey responses
Grades that are not based on criteria directly related to learning goals
Test Blueprints
List of the key learning outcomes to be assessed on a test
Includes number of points or test questions aligned to each learning goal
RUBRICS
Criterion-based rating scale Establishes guidelines in evaluating
assignments Can be simplistic or comprehensive Should be pre-tested
Simple Checklist Rubric
Are important components of an assignment reflected in students work?
Simple Rating Scales
Categorizes work:5=Excellent4=Good3=Satisfactory2=Fair1=Poor
Detailed Rating Scale
Provide common performance standards
Make scores more consistent Can be given to students along with
the assignment Clear expectations- students will
know what is expected of them
Research Paper Excellent Proficient Fair Poor
Research Methods (35 pts)
Organization (30 pts)
Original Thinking (25 pts)
Citations (10 pts)
Example of a Detailed Rating Scale
Implementing the Assessment:
Will the means of assessment measure what you want to find out
Inform students Explain why- to make
improvements, not to grade Read/review as soon as possible Time: For “quick” assessments: 1-2
minutes per student assessment
Criteria for Success
Overall Primary total rating
ComponentSecondary, more
detailed. Identify scores
which would elicit further review by faculty
Establishing Criteria for Success Reasonable expectation of work Expressed in specific terms
(overall) “At least 75% of class will receive a rating of a 3.0 or better on the organization component of the research paper rubric”
(overall) “The average number of points earned in the first section of the exam will be at least 15”
(component) “No more than 5% will earn 5 points or less”
Cycle of Assessment
Course Goals/Intended Outcomes
Use of ResultsTo Implement
Change
Institutional &Program/
DepartmentGoals
Summary of Data
Collected
Means Of Assessment
And CriteriaFor Success
Summary of Data Collected
What were your results? Did you meet, exceed or fall below
your target? What do the results tell you?
Hypothesize
Results Should:
Show to what extent goals were accomplished
Be linked to use of assessment means chosen
Detailed to show the assessment took place
Justify the “use of results”
Results Should Not:
Be statistically unlikely Match criteria of success exactly Not be used
Informing Students of Results:
What did you learn from students’ responses?
Mode of informing students Handout or through discussion (e.g.
40% thought “X” was the muddiest point.)
Discuss any changes: You’ll make Students should make
Cycle of Assessment
Course Goals/Intended Outcomes
Use of ResultsTo Implement
Change
Institutional &Program/
DepartmentGoals
Summary of Data
Collected
Means Of Assessment
And CriteriaFor Success
Using Results
-Is the use of results substantive enough?
-Do you need to modify your pedagogy, lesson plan, goals, targets or assessment tools?
-Detailed enough?-Communicated to the appropriate
parties? (your students, department Chair, Dean)
Using Assessment Results
Results Reason/Hypothesis Action Taken
*: Table adapted from “Student Learning Assessment, Options and Resources” by Middle States Commission on Higher Education.
If Results are Positive:
Celebrate your successes! Let colleagues know!
If Results are Not So Positive:
What needs to be modified? Work with colleagues Don’t get discouraged!
Some Tips:
Start off in one class Try out on yourself first Don’t make it a chore/burdensome-
keep it simple Take note: first few times it will take
a little longer Close the loop!
Next Steps:
Continue the assessment cycle Share with department Create an assessment process Visit Office of Institutional Research
& Assessment with any questions!
Questions?
Kimberly Gargiulo, Coordinator of AssessmentOffice of Institutional Research andAssessmentS [email protected]