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TCSG: -Q-S Curriculum Initiative

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Title: TCSG: -Q-S Curriculum Initiative


1
TCSG -Q-S Curriculum
Initiative
  • - Outcomes, Levels of Learning and Assessment -
  • Curriculum Database Process
  • Dr. Tanya Gorman, VPAA
  • DeKalb Technical College

2
Q-T Curriculum Initiative
  • I Domains / Levels of Learning
  • II Learning Outcomes / Assessment
  • III. Curriculum Database Tool

3
SACS
  • Core Requirement 2.7.2
  • The Institution offers degree programs that
    embody a coherent course of study that is
    compatible with its stated purpose and is based
    upon fields of study appropriate to higher
    education

4
SACS
  • Core Requirement 2.7.3
  • In each undergraduate degree program, the
    Institution requires the successful completion of
    a general education component at the collegiate
    level that (1) is a substantial component of each
    undergraduate degree (2) ensures breadth of
    knowledge and (3) is based on a coherent
    rationale

5
SACS
  • Comprehensive Standard 3.3.1
  • The institution identifies expected outcomes,
    assesses the extent to which it achieves these
    outcomes, and provides evidence of improvement
    based on analysis of the results in each of the
    following areas (Institutional Effectiveness)
  • 3.3.1.1 educational programs, to include student
    learning outcomes

6
SACS
  • Comprehensive Standard 3.5.1
  • The institution identifies college-level general
    education competencies and the extent to which
    graduates have attained them.

7
SACS
  • Federal Requirement 4.2
  • The Institutions curriculum is directly related
    and appropriate to the purpose and goals of the
    institution and the diplomas, certificates, or
    degrees awarded.

8
Student Learning Outcomes
  • Bad Practices
  • Doing assessment because ACCREDITORS say we have
    to
  • Confusing course assessment with program
    assessment
  • Insufficient concern about matching assessment
    tools to expected outcomes

9
Student Learning Outcomes
  • What constitutes as evidence of student learning?
  • Evidence can take many forms but must involve a
    direct examination of student levels of
    attainment
  • Exams, capstone experiences, licensure exams,
    demonstrations, portfolios, assignments, etc.
  • Evidence such as surveys, self-reports, focus
    groups, interviews, student satisfaction surveys
    are useful, but represent indirect evidence and
    are not sufficient for documentation of learning
    outcomes

10
Student Learning Outcomes Building Blocks
  • Student learning outcomes defined
  • A particular level of knowledge, skills and
    abilities (cognitive, psychomotor, affective)
    that a student has attained at the end (or as a
    result) of his/her engagement in a particular set
    of collegiate experiences

11
Student Learning Outcomes
  • The definition of SLOs begins with the end in
    mind
  • What does student success look like?
  • How would I know it when I see it?
  • What would students have to do, say, perform or
    behave like for me to determine they had mastered
    the competencies?

12
Student Learning Outcomes
  • Curriculum, and consequently, SLOs must,
    therefore, derive from the Big Picture the
    end in mind (Program Outcomes)
  • Curriculum cannot be in isolation jigsaw puzzle
    analogy (corners and borders)
  • Be clear about outcomes you want to promote if
    you dont know where youre going youll never
    know if you got there

13
Student Learning Outcomes Construct Model
  • Program when Joe finishes, what should he be
    able to do? (Generally 3-5)
  • Course what Competencies should Joe accomplish
    and demonstrate to achieve and answer the first
    question? (Generally 5-10)
  • Unit what learning outcomes, experiences and
    content need to be embedded to ensure
    accomplishment of SLOs and support Course
    Competencies?
  • Unit what methods of assessment will
    demonstrate that Joe has learned what he needs to
    learn?

14
Domains Levels
  • Basic understanding of Educational Methodologies
    (building blocks) is important in defining SLOs
  • Cant build a house without a foundation
  • Definition of learning desired ? choice of
    assessment method

15
Domains Levels
  • Answer the Question Students will
  • Know, Think, Do
  • Cognitive, Affective, Psychomotor (Domains)
  • How do you know? How will you measure? What
    will it look like?
  • What instruments and benchmarks will you use?

16
Domains Levels
  • Assessment methods and tools must align with
    competency / learning outcomes
  • Assessment of outcomes must provide for
    comparative analysis across courses taught by
    multiple instructors
  • Course outcomes / General Education Core
    competencies and SLOs must show logical
    progression in courses and programs of higher
    level outcomes and objectives

17
Domains Levels
  • Learning Outcomes are statements of performance
    expectations
  • Cognitive
  • Affective
  • Psychomotor
  • Program / course completers must demonstrate
    performance in all three

18
Levels of Learning
  • Examples of dissonance between knowing and
    doing and valuing
  • Smoking
  • Overeating
  • Exercise
  • Unless knowledge is combined with a value system,
    behavior (learning) will not change

19
Domains Levels
  • Courses within a program of study must
  • Be part of a package of
  • Interrelated
  • Coherent
  • Experiences that result in student learning and
  • lead to a functional and employable graduate
  • Faculty must structure experiences and define
    learning outcomes toward which ALL instruction,
    learning and assessment relate

20
THE PLAN
  • One Possible Reason Why Things Arent Going
    According to the PlanIs That There Never Was
  • A Plan!

21
Construct
  • Example
  • Program Learning Outcome Provide competent and
    safe care in a healthcare environment
  • Course Competency Demonstrate knowledge of the
    care of patients in renal failure
  • Student Learning Outcome
  • Describe S/S of renal failure (cognitive)
  • Demonstrate proper care of dialysis catheter
    (psychomotor)
  • Protect patients privacy (affective)

22
Construct
  • Another Example
  • Program Learning Outcome Function safely and
    competently in an automotive repair business
  • Course Competency Demonstrate ability to
    diagnose, repair and replace transmissions
  • Student Learning Outcome
  • Describe parts of a transmission (cognitive)
  • Disassemble a transmission (psychomotor)
  • Identify problems and defective parts of a
    transmission (cognitive)
  • Demonstrate respect for customers vehicle
    (affective)

23
Construct
  • Another Example General Studies Core
  • Core Ability Communicate effectively in writing
    using grammatically correct and appropriate
    language
  • Course Competency Demonstrate ability to write
    an organized and defensible Theme Paper
  • Student Learning Outcome
  • Prepare a topical outline (cognitive)
  • Produce a Theme Paper using MS Word (psychomotor)
  • Reflect sensitivity to opposing values and views
    (affective)

24
Construct
  • Curriculum Mantra
  • Learning outcomes drive content
  • Assessment depends on defined learning outcomes
  • Program learning outcomes are broad
  • Course competencies are focused
  • Student learning outcomes support competencies
  • Unit content is structured based on course
    learning outcomes
  • Assessment methods must reflect learning outcomes

25
Nutshells
  • Program Outcomes ?
  • Course Competencies ?
  • Student learning Outcomes ?
  • Selection of Content ?
  • Assessment / Evaluation Methods

26
Domains Levels
  • Good Learning Outcomes
  • Identify a specific student behavior
  • Specify ONE learning outcome
  • Why is this important?
  • Are relevant (meaningful)
  • Are measurable / assessable

27
Domains Levels
  • Since learning occurs in all three Domains
    cognitive, affective and psychomotor learning
    outcomes, likewise, must be written for each
    domain and for varying levels within each course
    and program
  • There must be a trackable, observable and
    documentable progression of learning evidenced in
    courses and programs
  • Likewise, there must be an observable progression
    of assessment methods for higher levels within
    each domain

28
Levels of Learning
  • Domains Learning (behavior change) occurs in
    three broad domains
  • Cognitive, Affective, Psychomotor (CAP)
  • Within each domain are levels of learning that
    drive assessment

29
Levels of Learning
  • Domain Cognitive
  • Knowledge recalling facts
  • Comprehension seeing relationships
  • Application using information in new ways
  • Analysis breaking information into parts
  • Synthesis forming new information
  • Evaluation judging value

30
Levels of Learning
  • Domain Psychomotor
  • Perception awareness of need
  • Set mental, physical emotional readiness to
    perform
  • Guided Response skill performed by imitation,
    trial and error
  • Mechanism habitual, skilled performance
  • Complex Response smooth, efficient, automatic
  • Origination adaptation to conditions

31
Levels of Learning
  • Domain Affective
  • Receiving willingness to hear
  • Responding willingness to react
  • Valuing demonstrating commitment
  • Organization establishing pervasive values
  • Characterization demonstrating characteristics
    of a unique individual

32
Levels of Learning
  • Breakdown of the levels using overriding
    framework of learning about computers

33
Levels of Learning
  • Cognitive
  • Knowledge define CPU list software
  • Application knowledge applied to selection
  • Evaluation evaluate effectiveness / deficiencies

34
Levels of Learning
  • Psychomotor
  • Perception keyboarding / typing
  • Guided Response practice, errors, correction
  • Complex Response know where keys are
  • Origination adjustments w/ broken finger

35
Levels of Learning
  • Affective
  • Receiving initial reaction hesitation, fear
  • Valuing what transpired to get past initial
  • reaction
  • Characterization purchase a personal PC

36
Levels of Learning
  • MAJOR POINTS
  • Students must not only demonstrate learning in
    all domains but must demonstrate progression
    within the domains
  • You would never want a student to be stuck in
    lower levels and never progress

37
Levels of Learning
  • Reflection How to structure and promote higher
    levels of learning for students?
  • Answer By ensuring a planned and structured
    learning environment with identified outcomes
    that address varying levels and demonstrations of
    learning

38
Learning Process
  • Lets play in the Domains vis-à-vis the writing
    of Learning Objectives
  • Cognitive Knowing
  • Knowledge recalling facts
  • Comprehension seeing relationships
  • Application using knowledge
  • Analysis breaking knowledge into parts
  • Synthesis forming knowledge in new ways
  • Evaluation judging knowledges value and
    appropriateness

39
Learning ProcessMeasurable Verbs Knowledge
  • Cite
  • Count
  • Define
  • Identify
  • Choose
  • Match
  • Recite
  • Repeat
  • Tell
  • Write
  • Select
  • Explain

40
Learning ProcessMeasurable Verbs Comprehension
  • Associate
  • Compare
  • Describe
  • Discuss
  • Contrast
  • Outline
  • Predict
  • Report
  • Restate
  • Translate
  • Summarize

41
Learning ProcessMeasurable Verbs Application
  • Apply
  • Classify
  • Determine
  • Illustrate
  • Choose
  • Interpret
  • Restructure
  • Solve
  • Use
  • Develop

42
Learning ProcessMeasurable Verbs Analysis
  • Analyze
  • Appraise
  • Differentiate
  • Distinguish
  • Categorize
  • Examine
  • Inspect
  • Question
  • Summarize
  • Infer

43
Learning ProcessMeasurable Verbs Synthesis
  • Assemble
  • Compose
  • Create
  • Formulate
  • Design
  • Integrate
  • Organize
  • Propose
  • Synthesize
  • Adapt

44
Learning ProcessMeasurable Verbs Evaluation
  • Appraise
  • Assess
  • Critique
  • Evaluate
  • Conclude
  • Criticize
  • Judge
  • Defend
  • Revise
  • Validate
  • Prioritize
  • Disprove

45
Learning ProcessExample Cognitive
  • Knowledge List the components of a good outcome
  • Comprehension Discuss the 3 Domains
  • Application Determine which of 3 outcomes is
    appropriately stated
  • Analysis Classify 3 outcomes by domain level
  • Synthesis Design outcomes in all domains for a
    given learning scenario
  • Evaluation Revise these outcomes for alternate
    scenario

46
Learning Process
  • Lets play in the Domains vis-à-vis the writing
    of Learning Objectives
  • Psychomotor Skills
  • Perception awareness
  • Set preparation to perform
  • Guided Response demonstration trial/error
  • Mechanism habitual skill development
  • Complex Response smooth, efficient skill demo
  • Origination adaptation of skill to conditions

47
Learning ProcessMeasurable Verbs Perception /
Set
  • Perception
  • Listen
  • Observe
  • Ask
  • Set
  • Attend
  • Organize
  • Establish

48
Learning Process Measurable VerbsGuided
Response / Mechanism
  • Guided Response
  • Perform
  • Demonstrate
  • Establish
  • Mechanism
  • Apply
  • Use
  • Implement

49
Learning ProcessMeasurable Verbs Complex
Response / Origination
  • Complex Response
  • Integrate
  • Activate
  • Construct
  • Origination
  • Adapt
  • Collaborate
  • Prioritize

50
Learning ProcessExample Psychomotor
  • Perception Ask re appropriate time to check BP
  • Set Organize materials to check BP
  • Guided Response Perform check with assistance of
    instructor
  • Mechanism Implement routine to check 10 patients
    without assistance
  • Complex Response Integrate BP checks w/ total
    assessment for a unit
  • Origination Adapt BP check for pt. with
    bilateral arm fractures

51
Learning Process
  • Lets play in the Domains vis-à-vis the writing
    of Learning Objectives
  • Affective Valuing
  • Receiving willingness to hear
  • Responding willingness to react
  • Valuing commitment
  • Organization establish pervasive values
  • Characterization create unique person

52
Learning ProcessMeasurable Verbs Receiving
  • Listen
  • Perform
  • Comply
  • Assist
  • Care
  • Maintain

53
Learning ProcessMeasurable Verbs Responding
  • Adapt
  • Tolerate
  • Accept
  • Attend
  • Interact
  • Display

54
Learning ProcessMeasurable Verbs Valuing
  • Cooperate
  • Anticipate
  • Consider
  • Seek
  • Influence
  • Follow

55
Learning ProcessMeasurable Verbs Organization
  • Respect
  • Resolve
  • Encourage
  • Offer
  • Establish
  • Relate

56
Learning ProcessMeasurable Verbs
Characterization
  • Initiate
  • Educate
  • Appreciate
  • Promote
  • Share
  • Motivate

57
Learning ProcessExample Affective
  • Receiving Listen during class
  • Responding Display interest in using new
    material
  • Valuing Follow instruction re new project
  • Organization Offer evaluation of the project
  • Characterization Promote behaviors consistent
    with new learning

58
Key Questions
  • Learning Outcomes
  • What is actual, highest level learning expected ?
  • What will it look like when the student
    performs it?
  • What are essential elements of performance
    necessary to demonstrate learning?
  • What are the most effective ways for students to
    master these learning outcomes?
  • How will I know the student has achieved?
  • How can I assess it effectively?
  • How can I document learning outcomes?

59
Assessing Learning Outcomes
  • The assessment of learning outcomes requires a
    mindset change movement from teaching to
    learning and learner-centered assessment.

60
Assessment
  • Assessment is the ongoing process of
  • Establishing clear, measurable expected outcomes
    of student learning
  • Learning Outcomes statements
  • Ensuring that students have opportunity to
    achieve the outcomes
  • Learning Opportunities - methodologies

61
Assessing Learning Outcomes
  • Differentiation between levels of Learning
    Outcomes and Assessments
  • Institution
  • Program
  • Course
  • Student

62
Assessing Learning Outcomes
  • What is assessment of Student Learning Outcomes?
  • Formalized processes to collect and analyze
    learning outcome data that will be evaluated to
    derive meaning and purposeful use of the data for
    learning enhancement.
  • Assessment is meaningless unless evaluation
    occurs (BP example)

63
Assessing Learning Outcomes
  • Student learning outcomes defined
  • A particular level of knowledge, skills and
    abilities (cognitive, psychomotor, affective)
    that a student has attained at the end (or as a
    result) of his/her engagement in a particular set
    of collegiate experiences

64
Assessing Learning Outcomes
  • This, then, begs the questions
  • How to make assessment /evaluation meaningful?
  • What outcome data should be assessed and
    evaluated?
  • OBanions 2 questions related to teaching and
    learning are
  • Does it (whatever happens in the classroom)
    enhance learning?
  • How do we know?

65
Assessing Learning Outcomes
  • Purpose and Principles
  • Purpose of Assessment (Cross Papers)
  • Faculty acquire information to enhance teaching
  • Students gain insight into effectiveness of their
    own learning processes
  • Provide support for student learning
  • Provide a means for assessing strengths/weaknesses
  • Evaluate effectiveness of teaching/learning
    strategies
  • Show evidence of progress or areas for
    improvement
  • Provide support for formative approach to improve

66
Assessing Learning Outcomes
  • Principles of Assessment (Cross Papers)
  • Learner-centered (learning vs. teaching)
  • Assess what matters common expectations
    (taxonomies)
  • Assess for improvement vs. accountability
  • Banta if we undertake assessment just for the
    purpose of demonstrating accountability, we waste
    our time. We must do assessment in a way that we
    are getting information that faculty can actually
    use to improve what theyre doing.
  • Fear of use for evaluation teach to the test

67
Assessing Learning Outcomes
  • Research validates that teaching for analytical,
    creative and practical thinking, as well as for
    memory, boosts achievement on assessment that
    measures achievement broadly across subject
    matter areas i.e. assessment focused on higher
    level processes positively effects achievement
    and learning outcomes in all areas of learning
    regardless of topic or particular assessment
    methodology.

68
Assessing Learning Outcomes
  • Foundations of Assessment
  • Blooms Taxonomy of Learning
  • Backward Design
  • Teaching to Standards
  • What / How of Assessment

69
Foundations of Assessment
  • MAJOR POINTS Blooms Taxonomy
  • Students must not only demonstrate learning in
    all domains but must demonstrate progression
    within the domains
  • Assessment strategies must be compatible with the
    level of learning desired

70
Key Questions
  • Why is it critical to
  • Assess the stage of learning at which the student
    is functioning?
  • Exhibit teaching strategies based on appropriate
    level?
  • Implement assessment methods based on appropriate
    levels of learning and expectations of
    performance?
  • Example
  • Course Competency Write a Business Plan
  • Assessment Method Multiple choice test

71
Foundations of Assessment
  • Backward Design (Tomlinson)
  • Imperative to define what students must know,
    think and do and understand as a result of
    instruction
  • Teaching must match these expectations
  • To teach for success, assessment must be aligned
    with knowledge, understanding and skill
    identified as learning outcomes assessment is an
    integral part of curriculum design not an
    afterthought.

72
Foundations of Assessment
  • Teaching to Standards (Santoyo)
  • Faculty must achieve consensus on the standards
    (outcomes) and expectations of student learning
    outcomes (domains, levels of learning, etc.)
  • Faculty must achieve consensus on the assessment
    strategies and methods to be used to effectively
    elicit outcome data as evidence of student
    learning
  • Examples of teaching to standards when no clear
    standards / assessment identified

73
Foundations of Assessment
  • Standard (outcome) The student will understand
    and use percents in a variety of situations
  • Variety of assessments used
  • What is 50 of 20?
  • What is 67 of 81
  • Shawn got 7 correct answers out of 10 possible on
    a science test. What percentage of questions did
    he answer correctly?

74
Foundations of Assessment
  • Assessments, contd
  • J.J. Redick was on pace to set a college
    basketball record in career free throw
    percentage. Going into the NCAA tournament in
    2004, he had made 97 of 104 free throw attempts.
    What percentage of free throws had he made?
  • J.J. Redick was on pace to set an NCAA record in
    career free throw percentage. Going into the NCAA
    tournament in 2004, he had made 97 of 104 free
    throw attempts. In the first tournament game,
    Redick missed his first five free throws. How
    far did his percentage drop from right before the
    tournament game to right after missing those free
    throws?

75
Foundations of Assessment
  • Assessments contd
  • J.J. Redick and Chris Paul were competing for the
    best free throw percentage. Redick made 94
    percent of his first 103 shots, whereas Paul made
    47 of 51 shots.
  • (a) Which one had a better shooting percentage?
  • (b) in the next game, Redick made only 2 of 10
    shots and Paul made 7 of 10 shots. What are
    their new overall shooting percentages? Who is
    the better shooter?
  • (c) Jason argues that if J.J. and Chris each made
    their next 10 shots, their shooting percentages
    would go up the same amount. Is this true? Why
    or why not?
  • (d) Describe in detail how you arrived at your
    answers.

76
Foundations of Assessment
  • CENTRAL POINT re relationship b/w standards
    (outcomes) and assessment outcomes are
    meaningless until you define how you will assess
    them
  • Without dialogue, faculty may and do define
    standards (outcomes) according to personal level
    of expectations which differ radically and,
    therefore, teach to varying levels of mastery
  • Assessment without consensus ? poor outcomes

77
Forms of Assessment
  • Use of the appropriate assessment tool requires
    consideration of the purpose of assessment
  • Why are you assessing? (what purpose
    development feedback mastery, etc.)
  • What do you want to assess?

78
Assessing Learning Outcomes
  • Assessment Types (Earl and Tomlinson)
  • Formative ongoing, periodic assessment of
    learning assessment for learning
  • Summative end-point assessment assessment of
    learning
  • Informative assessment as learning

79
Forms of Assessment
  • What and How of Assessment
  • Selection of the type of assessment depends on
    what faculty hope to learn from the assessment
    and what is being evaluated
  • Quizzes and exams snapshots in time of recall
    ability and memory
  • Portfolios longitudinal record of work and
    progress over time
  • Essays ability to communicate in writing
    analyze and solve problems integrate ideas and
    information

80
Forms of Assessment
  • Although educators may denigrate the validity,
    reliability and usefulness of tests/quizzes to
    effectively evaluate learning, it is, however,
    the most dominant form of assessment
  • Tests / exams / quizzes can be successful when
    questions focus and reflect learning outcomes and
    assess learning in different domains (Bloom)

81
Forms of Assessment
  • Example
  • If students know they will be tested on facts,
    they will memorize
  • If students know they will be assessed for
    comprehension and application, they will study
    and learn differently
  • Creation of a table (Cross) that reveals
    percentage of time spent on concepts at various
    domain levels helps define the nature of
    assessment methodologies

82
Assessing Learning Outcomes
  • Domain Questioning Strategy
    Concept 1 Concept 2 Concept 3
  • Knowledge Recall information and facts
    25 10 15
  • Comprehension Understand and interpret concepts
    25 35 10
  • Application Employ concepts in new
    situations 15 15
  • Analysis Classify information into components
    20 15
  • Synthesis Produce structures /patterns create
    new meaning 30 30
  • Evaluation Make judgments or valuations 30 30

83
Assessing Learning Outcomes
  • Good Assessment Practices
  • Start with clear statements
  • Assess what is taught
  • Collect more than one kind of evidence
  • Make assignments and testing clear
  • Ensure that assignments and testing relate to
    learning objectives (matrices)
  • Score assignments fairly and consistently
    (rubrics)
  • Evaluate the outcomes of assessment efforts and
    revise strategies

84
Assessing Learning Outcomes
  • Assessment Data
  • Quantitative numbers indicate learning or
    achievement (points, grades)
  • Qualitative quality differences vs. amount
    judgment-based observation of performance,
    interviews, etc.

85
Assessing Learning Outcomes
  • Assessment Score Interpretations
  • Norm-referenced comparison of student
    performance to other people in a referenced
    population relative standing vs. specific
    mastery (grading on the curve)
  • Criterion-referenced comparison to precise score
    that indicates mastery or competence (COMPASS,
    licensure scores, etc.)

86
Assessing Learning Outcomes
  • Assessment Characteristics
  • Reliability degree to which scores are
    consistent over repeated applications of the
    assessment
  • Validity ability of the assessment to measure
    what it purports to measure measurement aligned
    with learning outcomes and free of bias

87
Assessing Learning Outcomes
  • Formative Assessment
  • Assessment for learning allows corrections to
    be made in the t/l process evidence used to
    adapt teaching to meet learning needs

88
Assessing Learning Outcomes
  • Elements of Formative Assessment
  • Specific learning goals / outcomes clearly
    communicated to students
  • Specific criteria for meeting these goals /
    outcomes clearly communicated (e.g. rubric)
  • Frequent interaction b/w faculty and students for
    clarification and reinforcement of expectations
  • Timely feedback re assessment results
  • Willingness of faculty to modify curriculum and
    t/l strategies based on results

89
Assessing Learning Outcomes
  • To be effective and provide maximum learning
    value, a variety of assessment techniques should
    be applied numerous times during a course.
  • Comprehensive assessment includes formative and
    summative strategies - with variety of
    methodologies. Students tend to excel at 1 or 2
    methods to the detriment of others who might
    excel at others. A variety ensures that all
    students have opportunity to demonstrate learning.

90
Assessing Learning Outcomes
  • Steps of Assessment formative and/or summative
  • ID learning outcome to be assessed
  • Select assessment technique that will accurately
    and appropriately measure the outcome
  • Apply the assessment technique
  • Analyze the results of assessment
  • Share results with students and provide feedback
  • Respond to the results and effect changes

91
Assessing Learning Outcomes
  • Tools of Assessment
  • Tests quizzes, T/F, multiple choice, essays
  • Performance demonstrations
  • Portfolios
  • Rubrics eliminates ambiguity re criteria to
    meet learning goals, expectations of performance
    and how evaluation will occur
  • Qualitative and Quantitative rubrics acceptable

92
Assessing Learning Outcomes
  • Elements of Rubrics
  • Identified levels of mastery (excellent, good,
    5,4)
  • Organizational groupings of skill sets teamwork,
    problem-solving, etc.
  • Commentaries description of elements to be
    identified in the work
  • Description of consequences

93
Rubric Qualitative
94
Rubric Qualitative/Quantitative
95
Rubric Quantitative
96
Assessing Learning Outcomes
  • Benefits of Assessment Students
  • Clear expectations upon which assessment is based
    helps students focus
  • Assessment motivates students
  • Feedback helps understand strengths and
    weaknesses (must be timely)

97
Assessing Learning Outcomes
  • Benefits of Assessment Faculty
  • Assessment encourages faculty discussion on
    issues what taught why standards expectations
  • Assessment links courses together to form
    coherent programs how courses provide foundation
    for subsequent courses
  • Assessment results are evidence of quality T/L

98
Assessing Learning Outcomes
  • No one right or best way
  • Strategic Questions
  • What do you want assessment to do?
  • What questions do you want it to answer?
  • What assessment method will answer these
    questions?

99
Reflection Assessment
  • Do outcomes determine what is assessed or does
    ease of assessment determine outcomes?
  • Are achievements inferred from process completion
    or affirmed by assessment?
  • Are assessment criteria and methods relevant and
    meaningful for outcomes being evaluated?
  • How valid and reliable is the assessment of
    outcomes?
  • Who assesses? Who evaluates? Are these
    assessors and evaluators selected for convenience
    or effectiveness?

100
Reflection Assimilation
  • Does assessment occur on a regular, purposeful
    basis?
  • How are assessment findings used for planning and
    decision making?
  • How are assessment findings used to improve
    institutional, unit and program effectiveness?
  • How are assessment findings used to improve
    teaching effectiveness and student learning?

101
Reflection Assimilation
  • Is higher order thinking assessed when evaluating
    student learning?
  • Does the assessment relate to and support course
    / program outcomes?
  • Does the assessment support the development of
    stated learning outcomes and competencies?
  • Should course outcomes, test questions, or
    assignments be revised?

102
Reflection Assimilation
  • Do assessment tools accurately reflect and assess
    identified learning outcomes?
  • Are faculty in consensus as to assessment
    tools/methods and content so that learning
    outcomes for a given course can be assessed
    regardless of who has taught the course?
  • Is there a common final exam, standardized
    assessment tool, portfolio, presentation, etc.
    that could provide across-course common outcomes
    assessment?

103
Reflection Assimilation
  • Evaluate Assessment Tools
  • Use outcome-measure comparison matrix to map
    learning outcomes to assessment instrument
  • If gaps, use outcome-test item comparison matrix
    to map assessment items to learning outcomes

104
The Bridge
  • Level Outcomes Assessment
  • College College-wide Employment Rate
  • Programs that support workforce College-wide
    Retention Rate
  • development College-wide Graduation Rate
  • Program Outcomes Automotive
  • 1. Employed in field Program Placement Rate
  • 2. Function safely, competently,
    ethically Employer Survey
  • 3. Graduate ASE Certifications Graduate Success
    Rate on ASE Certifications
  • 4. Self-Starter and Team Player Employer Survey

105
The Bridge
  • Level Outcomes Assessment
  • Program Outcome 1 Employed in field
  • Course AUT 220 Automotive Technology Course
    Grade
  • Internship
  • Competencies
  • (1) Demonstrate appropriate Employability
    Skills
  • Learning Outcome Communicate effectively oral
  • and written
    skills Supervisor Evaluation
  • (2) Acceptable Job Performance
  • Learning Outcome Perform a thorough automotive
  • assessment,
    recommend and
  • perform
    necessary repairs Skills performance

106
The Bridge
  • Level Outcomes Assessment
  • Program Outcome 2 Function safely, competently,
    ethically
  • Course AUT 120 Introduction to Automotive
  • Technology Course
    Theory Grade
  • Course Shop Grade
  • Competencies
  • (1) Demonstrate safe practices in lab setting
  • Learning Outcome Analyze hazardous conditions
    and
  • implement
    safety precautions Shop Performance
    Safety Unit
  • (2) Summarize legal / ethical responsibilities
  • Learning Outcome Describe legal and ethical
  • implications
    r/t billable hours Unit Exam

107
Wrap-Up
  • Pat Cross Basic Assumptions
  • The quality of student learning is directly,
    although not exclusively, related to the quality
    of teaching. Therefore, one of the most
    promising ways to improve learning is to improve
    teaching.
  • To improve teaching, teachers need first to make
    their goals and objectives explicit and then to
    get specific, comprehensible feedback on the
    extent to which they are achieving those goals
    and objectives.
  • To improve learning, students need to receive
    appropriate and focused feedback early and often
    they also need to learn how to assess their own
    learning.

108
Curriculum Database Process
  • Application of Theory to Curriculum Database Tool

109
The Relationship between Programs, Courses and
Competencies
Program Course Course Competency
Learning Outcome Learning Domain Levels
of Learning Curriculum Integration (Core
Ability) Learning Outcome Learning
Domain Levels of Learning Curriculum
Integration
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Additional Resources Learning Objectives
  • Angelo, Thomas A. and Cross, K. Patricia.
    Classroom Assessment Techniques A Handbook for
    College Teachers. 2nd Edition. Jossey-Bass
    Publishers. San Francisco, CA. 1993
  • Cross, K. Patricia. Learning is About Making
    Connections. The Cross Papers, Number 3. League
    for Innovation in the Community College
    Educational Testing Service. 1999
  • Lowman, Joseph. Mastering the Techniques of
    Teaching, 2nd edition. Jossey-Bass Publishing,
    San Francisco, CA. 1995.
  • Popham, W. James Baker, Eva L. Establishing
    Instructional Goals. Prentice-Hall, Inc., New
    Jersey. 1970
  • Suskie, Linda. Assessing Student Learning A
    Common Sense Guide. Anker Publishing Company,
    Bolton, MA. 2004.
  • Wilson, Cynthia D., et.al,. Learning outcomes
    for the 21st Century Report of a Community
    College Study. League for Innovation in the
    Community College The Pew Charitable Trusts.
    2000.

134
Additional Resources Assessment and Evaluation
  • Banta, T.W. et. al., (Eds.), (1996), Assessment
    in Practice Putting Principles to Work on
    College Campuses. San Francisco Jossey-Bass
    Publishers. ISBN 0-7879-0134-2
  • Erwin, T. Dary, (1991), Assessing Student
    Learning and Development. San Francisco
    Jossey-Bass Publishing. ISBN 1-55542-325-6
  • Nichols, James O., (1995), A Practitioners
    Handbook for Institutional Effectiveness and
    Student Outcomes Assessment Implementation. New
    York Agathon Press. ISBN 0-87586-113-x
  • Nichols, James O., (1995), Assessment Case
    Studies Common Issues in Implementation with
    Various Campus Approaches to Resolution. New
    York Agathon Press. ISBN 0-87586-112-1

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Additional Resources Assessment and Evaluation
  • Palomba, C. A.. Banta T. W., (Eds.), (1999),
    Assessment Essentials Planning, Implementing,
    and Improving Assessment in Higher Education.
    San Francisco Jossey-Bass Publishing. ISBN
    0-7879-4180-8
  • Suskie, Linda, (2004), Assessing Student
    Learning A Common Sense Guide. Bolton, MA
    Anker Publishing Company. ISBN 1-882982-71-1
  • Woolvard, Barbara E., (2004), Assessment Clear
    and Simple A Practical Guide for Institutions,
    Departments, and General Education. San
    Francisco Jossey-Bass Publishers. ISBN
    0-7879-7311-4
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