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Student Learning Outcomes Assessment Workshop

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Formulation of the Assurance of Learning Council ... Education Programs by the American Association of Colleges & Universities ... Group Exercise #1 ... – PowerPoint PPT presentation

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Title: Student Learning Outcomes Assessment Workshop


1
Student Learning Outcomes Assessment Workshop
  • General Education Unit
  • October 3, 2003
  • Val Whittlesey, Bill Hill,
  • Ed Rugg
  • Assurance of Learning Council

2
Goals for an Assessment Plan
  • To articulate as the KSU General Education Unit
    what the expected goals and outcomes are for
    students who complete the General Education
    program
  • To evaluate whether we are accomplishing these
    goals through the general education program as a
    whole and within courses that address specific
    outcomes

3
Goals for an Assessment Plan
  • To use assessment data to guide
    improvements/enhancements to the general
    education curriculum and instruction
  • To report to external stakeholders students,
    employers, the Board of Regents, accreditation
    agencies (e.g., SACS)

4
SACS Reaccreditation Requirements
  • Comprehensive Standard 1 states that an
    educational program for which academic credit is
    awarded should establish and evaluate learning
    outcomes
  • Core Requirement 15 requires the identification
    of expected competencies in the undergraduate
    general education program and evidence that
    graduates have attained those competencies

5
Student Learning is Job 1
  • Assessment should be first and foremost about
    improving student learning and secondarily about
    determining accountability for the quality of
    learning produced.
  • Angelo, 1999

6
Assessment Should be Student-Centered
  • Students academic, attitudinal, and behavioral
    outcomes are the primary source of assessment
    data (and) provide information about the
    effectiveness of the curriculum, advising,
    faculty development, ethnic diversity goals, and
    external linkages with other segments of
    education.
  • Halpern et al., pp. 24-25

7
Last Springs Work
  • Formulation of the Assurance of Learning Council
  • Council developed eight elements for an effective
    assessment plan
  • Establishment of a link on the KSU Institutional
    Effectiveness website on Assessing Student
    Outcomes
  • Held an Assurance of Learning Workshop with a
    group of faculty from the College of Science
    Mathematics

8
Elements of an Effective Assessment Plan
  • Articulating Student Learning Outcomes
  • Connecting the Outcomes to the Program
    Requirements
  • Connecting Outcomes with Assessment Methods
  • Articulating your Expected Results with Respect
    to the Outcomes
  • Articulating the Research/Assessment Plan for
    Gathering and Collecting the Data
  • Collecting Analyzing the Data
  • Comparing Actual Results with Expected Results
  • Using Results for Improvement

9
Fall Semester Assurance of Learning (AOL) Foci
  • Focus on Element 1- Articulating Student Learning
    Outcomes
  • Focus on Element 2- Connecting Outcomes to the
    Program Requirements
  • Note. Some programs may want to complete
    additional elements.

10
Fall Assurance of Learning (AOL) Activities
  • Dissemination of Guidelines for Reporting
    Elements 1 2 of the Assurance of Learning
    Report
  • AOL Workshops with Each College, General
    Education, University Studies
  • AOL Brown Bag Sessions
  • Reports of Elements 1 2 of the AOL Reports due
    Dec. 31
  • Optional Early Submission of Reports of Elements
    1 2 of the AOL Reports is Nov. 7
  • Academic Affairs/CETL Assessment Showcase during
    Spring semester of 2004

11
General Education Assurance of Learning Assessment
  • Student learning outcomes assessment in general
    education is similar to assessing a major program
  • Element 1- General and specific learning outcomes
    for the general education program must be
    specified
  • Element 2- The learning outcomes for the program
    must be linked to general education courses and
    other requirements

12
Step 1- Articulating Student Learning Outcomes
  • There are three types of learning outcomes
  • Knowledge
  • Skills/Proficiencies
  • Attitudinally-Based

13
Step 1- Articulating Student Learning Outcomes
  • There are two levels of specificity at the
    program level (the same is true at the course
    level)
  • Broad learning outcomes
  • Specific learning outcomes

14
Step 1- Articulating Student Learning Outcomes
  • The use of national trends in general education
    is a place to start when developing outcomes for
    an institution.
  • 1) Strong Foundations Twelve Principles of
    Effective General Education Programs by the
    American Association of Colleges Universities
  • 2) Common Student Learning Outcomes for the Core
    Curriculum for the University System of Georgia
  • 3) Speaking and Listening Competencies by the
    National Communication Association
  • 4) Outcomes Statement for First-Year Composition
    by the Writing Program Administration

15
Step 1- Articulating Student Learning Outcomes
  • State Outcomes in measurable terms so that it can
    be determined if achievement of the learning
    outcomes has been achieved.
  • Although broad outcomes can be stated in
    measurable terms they are still difficult to
    assess because of their breath. Therefore,
    because specific outcomes should be the primary
    focus of assessment, they must be measurable.

16
Step 1- Articulating Student Learning Outcomes
  • Applying Blooms taxonomy (1956)
  • Original taxonomy divides thinking skills into
    lower and higher level knowledge, skills, and
    attitudes.
  • Anderson and Krathwohl (2001) have adapted
    Blooms model to more outcome-oriented,
    contemporary language.
  • Clark (2002) shows how Blooms work can be used
    to develop specific learning outcomes.

17
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18
Common Student Learning Outcomes for the Core
Curriculum for the University System of Georgia
19
USG General Education Guidelines
  • Broad Learning Outcome
  • Goal 1. Communication Skills
  • Students will demonstrate oral and written
    communication skills that will be characterized
    by clarity, critical analysis, logic, coherence,
    persuasion, precision, and rhetorical awareness.

20
Example of CommunicationsSpecific Outcomes
  • Assimilate, analyze, and present in oral and
    written forms, a body of information
  • Communicate in standard English for academic and
    professional contexts
  • Communicate in various modes and media, including
    the proper use of technology
  • Compose effective written materials for various
    academic and professional contexts

21
An Example of Learning Outcomes for an
Undergraduate Program that Builds on General
Education
  • Two Categories of
  • Learning Outcomes

22
National Guidelines for Psychology
  • Category One- Knowledge, Skills, and Values
    Consistent with the Science and Application of
    Psychology
  • Activities that provide hallmarks of psychology
    education responsibility for development in and
    assessment of these areas rests primarily with
    the psychology faculty through coursework,
    advising, etc.

23
PsychologyBroad Outcomes
  • Outcomes for Category 1
  • Consistent with the Science and Application of
    Psychology
  • Goal 1 Knowledge Base of Psychology
  • Goal 2 Research Methods in Psychology
  • Goal 3 Critical Thinking Skills in Psychology
  • Goal 4 Application in Psychology
  • Goal 5 Values in Psychology

24
National Guidelines for Psychology
  • Category Two- Knowledge, Skills, and Values
    Consistent with Liberal Arts Education that are
    Further Developed in Psychology
  • Activities that are usually part of a general
    education program Responsibility for development
    in and assessment of achievement in these areas
    tends to be shared across a broad range of
    disciplines the psychology program can expand
    upon these general education goals in significant
    ways

25
PsychologyBroad Outcomes
  • Outcomes for Category 2
  • Consistent with Liberal Arts Education that are
    Further Developed in Psychology
  • Goal 6 Information and Technological Literacy
  • Goal 7 Communication Skills
  • Goal 8 Sociocultural and International Awareness
  • Goal 9 Personal Development
  • Goal 10 Career Planning and Development

26
Psychology Specific Outcome for Communication
Skills
  • Goal 7 Communication Skills
  • Students will be able to communicate effectively
    in a variety of formats.

27
Psychology Specific Outcome for Communication
Skills
  • 7.1 Demonstrate effective writing skills in
    various formats (e.g., essays, correspondence,
    technical papers, note taking), and for various
    purposes (e.g., informing, defending, explaining,
    persuading, arguing, teaching).
  • Demonstrate professional writing conventions
    (e.g., grammar, audience awareness, formality).
  • Use APA style effectively in empirically-based
    reports, literature reviews, and theoretical
    papers.

28
Psychology Specific Outcome for Communication
Skills
  • 7.2 Demonstrate effective oral communication
    skills in various formats (e.g., group
    discussion, debate, lectures) and for various
    purposes (e.g., informing, defending, persuading,
    arguing, teaching).

29
Psychology Specific Outcome for Communication
Skills
  • 7.3 Exhibit quantitative literacy.
  • Apply basic mathematical concepts and operations
    to support measurement strategies.
  • Use relevant probability and statistical analyses
    to facilitate interpretation of measurements.
  • Articulate clear and appropriate rationale for
    choice of information conveyed in charts, tables,
    figures, and graphs.
  • Interpret quantitative visual aids accurately,
    including showing vigilance about misuse or
    misrepresentation of quantitative information.

30
Psychology Specific Outcome for Communication
Skills
  • 7.4 Demonstrate effective interpersonal
    communication skills.
  • Listen accurately and actively.
  • Use psychological concepts and theory to
    understand interactions with others.
  • Identify the impact or potential impact of their
    behaviors on others.
  • Articulate ideas thoughtfully and purposefully.
  • Use appropriately worded questions to improve
    interpersonal understanding.
  • Attend to nonverbal behavior and evaluate its
    meaning in the communications context.
  • Adapt communication style to accommodate diverse
    audiences.
  • Provide constructive feedback to colleagues in
    oral and written formats.

31
Psychology Specific Outcome for Communication
Skills
  • 7.5 Exhibit the ability to collaborate
    effectively.
  • Work with groups to complete projects within
    reasonable timeframes.
  • Solicit and integrate diverse viewpoints.
  • Manage conflicts appropriately and ethically.
  • Develop relevant workplace skills mentoring,
    interviewing, and crisis management.

32
Another Example of Learning Outcomes for an
Undergraduate Program that Builds on General
Education
33
KSU Nursing Broad Outcomes
  • Goal 3. Demonstrate Critical Thinking- Students
    will demonstrate critical thinking as a basis for
    practice, clinical judgment, and ethics, and as a
    foundation for investigation of health care
    issues, and the application of the results of
    research to the provision of therapeutic client
    care
  • Goal 4. Communicate Effectively- Students will
    communicate effectively in written and spoken
    form with clients, colleagues and
    interdisciplinary health team members through the
    use of multiple expressive caring modes and
    through the use of advanced information and
    communication technologies

34
KSU Nursing Broad Outcomes
  • Goal 8. Assume Responsibility- Students will
    assume responsibility and accountability for
    personal and professional behavior, ethical
    practice and client advocacy, especially for
    vulnerable clients

35
Format for Listing of General and Specific
Learning Outcomes (SLO)
  • General SLO (Identify Knowledge, Skill, or
    Attitude)
  • Specific SLO (Identify Knowledge, Skill, or
    Attitude)
  • Note. List all General and Specific SLOs for the
    General Education program

36
Self-Evaluation Format for Articulating SLOs
  • Overall Self-Evaluation
  • Exemplary
  • Strong
  • Satisfactory
  • Weak
  • Notably Deficient
  • Indicators
  • A) Knowledge, Skill, Attitude Balance
  • B) Differentiation of General Specific SLOs
  • C) Compliance with Disciplinary Conventions
  • D) Building Upon Prior Learning (Precollege)
  • E) Lower-Order Higher-Order Thinking
  • F) Providing a Foundation for the Upper Division
    Programs

37
Group Exercise 1
  • Looking for the Balance of Knowledges, Skills,
    and Attitudes in the USGs Common Student
    Learning Outcomes for the Core Curriculum

38
Group Exercise 2
  • Critiquing the Wording and Differentiating of
    the USGs General and Specific Common Learning
    Outcomes for General Education

39
Step 2Connecting Outcomes to the General
Education Program Requirements
  • The course and program requirements for general
    education are designed for student attainment of
    the knowledge, skills, and attitudes important to
    the general education experience.

40
Listing Course General Education Requirements
  • Creating an inventory of key course and general
    education program requirements is an important
    step in ensuring a strong linkage between the
    programs requirements and the learning outcomes.

41
Format for Listing of RequiredCourse and Program
Requirements
  • Required General Education Course or Program
    Requirement
  • Note. The General Education unit should list all
    requirements for general education program.

42
Linking of Course Program Requirements to GSLOs
SSLOs
  • Using the inventory of course and program
    requirements, general and specific SLOs should be
    linked to general education course and program
    requirements that facilitate their attainment. In
    addition, each linked general education course or
    program requirement should include a statement on
    how it contributes to attainment of the specific
    SLO.

43
Format for Linking Course Program Requirements
to GSLOs and SSLOs
  • General SLO
  • Specific SLO
  • Course/ Program Requirement(s)
  • Contributing to Attainment of SSLO
  • ____________________
  • ____________________
  • Note. List all GSLOs and SSLOs for the program.
  • Statement of How the Requirement(s) Contribute to
    Attainment of the SSLO
  • ______________________
  • ______________________
  • Note. List all Course Program Reqs. that
    Contribute to Attainment of the SSLO.

44
Self-Evaluation Format for Course and Program
Requirements
  • Overall Self-Evaluation
  • Exemplary
  • Strong
  • Satisfactory
  • Weak
  • Notably Deficient
  • Indicators
  • A) A Linkage of All Requirements to SLOs
  • B) Reinforcing SLOs through Multiple Program
    Requirements

45
Self-Evaluation Format for Course and Program
Requirements (cont.)
  • Indicators
  • C) Building on the Pre-College Experience
  • D) Strength of the General Education Area A SLO
    Linkage
  • Indicators
  • E) Strength of the General Education Area B SLO
    Linkage
  • F) Strength of the General Education Area C SLO
    Linkage

46
Self-Evaluation Format for Course and Program
Requirements (cont.)
  • Indicators
  • G) Strength of the General Education Area D SLO
    Linkage
  • H) Strength of the General Education Area E SLO
    Linkage
  • I) SLO Linkage with KSU Upper Division Degree
    Programs

47
Assessment as Research Scholarship
  • Assessment in the discipline is an opportunity to
    engage in applied scholarship.
  • Assessment is also the scholarship of teaching
    and learning.
  • Multiple venues exist to present and publish this
    scholarship.

48
Where Do You Go from Here?
  • Involve the faculty!!
  • Allow sufficient time to discuss and agree upon
    learning outcomes.
  • See it as a constantly changing and evolving
    process. It NEVER ends!!!
  • Provide resources and time to the departmental
    faculty leading the effort.
  • Tie this to scholarship.

49
Role of the Assurance of Learning Council
  • Review and provide feedback of program assessment
    efforts
  • To provide an external review on the Assurance of
    Learning process to ensure improvement of student
    learning at the institutional level

50
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