Honing Student Learning Objectives: Beginning the Assessment Process - PowerPoint PPT Presentation

Loading...

PPT – Honing Student Learning Objectives: Beginning the Assessment Process PowerPoint presentation | free to view - id: 792e65-MDYxZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Honing Student Learning Objectives: Beginning the Assessment Process

Description:

Gather evidence of student learning related to the objective ... and work produced by your students related to that ... their commitment and dedication. – PowerPoint PPT presentation

Number of Views:60
Avg rating:3.0/5.0
Slides: 26
Provided by: Lehm76
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Honing Student Learning Objectives: Beginning the Assessment Process


1
Honing Student Learning Objectives Beginning the
Assessment Process
November 4, 2009
2
Assessment Council Membership
  • Nancy Dubetz (ECCE) nancy.dubetz_at_lehman.cuny.edu
  • Salita Bryant (English) salita.bryant_at_lehman.cuny.
    edu
  • Robert Farrell (Lib) robert.farrell_at_lehman.cuny.e
    du
  • Judy Fields (Econ) judith.fields_at_lehman.cuny.edu
  • Marisol Jimenez (ISSP) marisol.jimenez_at_lehman.cuny
    .edu
  • Teresita Levy (LAPRS) teresita.levy_at_lehman.cuny.e
    du
  • Carl Mazza (SWK) carl.mazza_at_lehman.cuny.edu
  • Vincent Prohaska (Psych) vincent.prohaska_at_lehman.c
    uny.edu
  • Lynn Rosenberg (SLHS) lynn.rosenberg_at_lehman.cuny.e
    du
  • Robyn Spencer (History) robyn.spencer_at_lehman.cuny.
    edu
  • Minda Tessler (Psych) minda.tessler_at_lehman.cuny.ed
    u
  • Janette Tilley (Mus) janette.tilley_at_lehman.cuny.ed
    u
  • Esther Wilder (Soc) esther.wilder_at_lehman.cuny.edu
  • Committee Chair
  • Administrative Advisor Assessment Coordinator
  • Ray Galinski - raymond.galinski_at_lehman.cuny.edu

3
Committee Charge
  • Develop written strategic plan for campus
    assessment of student learning, which will
    include
  • definitions of key terms for campus assessment
    practices
  • articulation of reporting procedures
  • articulation of responsible parties
  • recommendations for departmental processes for
    assessing
  • learning goals
  • recommendations on incentives for faculty
    participation in assessment
  • Develop and promote a culture of assessment on
    campus
  • Act in an advisory capacity to Provost Deans
    Council for developing campus assessment goals
  • Act in an advisory capacity to departments and
    individual faculty to facilitate assessment
    efforts
  • Work with campus Assessment Coordinator to create
    cross-departmental assessment teams and
    partnerships.

4
Middle States Standards Accreditation
  • Standard 14 Assessment of Student Learning
  • Assessment of student learning demonstrates
    that, at graduation, or other appropriate points,
    the institutions students have knowledge,
    skills, and competencies consistent with
    institutional and appropriate higher education
    goals.

5
Timeline
Ongoing assessment
  • Spring 2011
  • Middle States report due April 1
  • Second completed assessment cycle of
  • student learning goals
  • Analyze evidence
  • Report on how assessment results were used (May)

6
This semester Fall 2009
  • Again, this fall we will have
  • articulated our learning objectives for our
    programs/majors.
  • identified the learning opportunities in our
    curricula where students demonstrate learning
    objectives. This will be sent in to your
    associate deans by February 19.

7
Next Semester
  • Develop a way of measuring/evaluating student
    performance in the mastery of that objective.
  • Gather evidence of student learning related to
    the objective youve selected.
  • Analyze this evidence (or plan to do so in Summer
    / Fall 2010).

8
Fall 2010
  • Well continue (or start) analyzing data/results
    from evidence evaluated.
  • Well be acting on the assessment results this
    process has yielded. (This may include curricular
    tweaks to improve students opportunity to master
    the objective assessed, designing new learning
    opportunities, rethinking content sequencing
    between courses, etc.) This will need to be
    documented by January and reported in the April
    2011 report.
  • Begin gathering evidence on the next objective
    your program will want to look at.

9
Workshop Refining Learning Goals Objectives
  • Goals, Objectives, Outcomes
  • Goal - A broad statement of desired outcomes
    what we hope students will know and be able to do
    as a result of completing the program/course.
    They should highlight the primary focus and aim
    of the program. They are not directly measurable.
    Rather, they are evaluated directly or
    indirectly by measuring specific objectives
    related to the goal.
  • Objective - Sometimes referred to as intended
    learning outcomes, student learning outcome (SLO)
    or outcome statements. They are clear, brief
    statements used to describe to a specific,
    measurable action or task that helps achieve the
    target (goal).
  • Outcomes - the learning results the end results
    -- the knowledge, skills, attitudes and habits of
    mind that students have or have not taken with
    them as a result of the students experience in
    the course(s) or program.

10
EXERCISE 1
  • (Set Up Groups)
  • Work on Reviewing Outcomes for Programs/Department
    s using the rubric provided.

11
Assessment
  • Assessment really begins with 1) selecting a
    learning objective youre particularly concerned
    about, 2)looking for the key learning
    opportunities and work produced by your students
    related to that objective, 3) then finding a tool
    to evaluate the work in order to see if students
    are in fact mastering the objective.

12
Direct vs. Indirect Evidence
  • Direct evidence of student learning is tangible,
    visible, self-explanatory evidence of exactly
    what students have and havent learned.
  • Indirect evidence provides signs that students
    are probably learning, but evidence of exactly
    what they are learning may be less clear and less
    convincing.
  • While indirect evidence (feedback/surveys) can be
    useful, direct evidence is often best for getting
    concrete indications that students are learning
    what were hoping theyre learning.

13
Direct vs. Indirect Evidence
  • Examples of Direct Evidence
  • Embedded course assignments (written/oral)
  • Department wide exams (blueprinted)
  • Standardized tests (blueprinted)
  • Capstone projects (with rubric)
  • Field experiences
  • Pre-Test Post-Test
  • Examples of Indirect Evidence
  • Student satisfaction results
  • Alumni perceptions
  • Exit interviews
  • Placement rates into careers and/or graduate
    school
  • Honors, awards and scholarships
  • Course grades
  • (Refer to the green sheet for additional
    examples)

14
EXERCISE 2 Connecting Outcomes to Curriculum and
Identifying Appropriate Assessment Instruments
Outcome/Learning Objective Evidence Course
1. 2. 3. 4.
15
Learning Opportunities
  • Do our courses provide the learning opportunities
    for students to master your programs objectives?
  • If so, identify specific assignments or exercises
    where students demonstrate the mastery of those
    objectives.
  • If not, such opportunities can be designed.

16
How This All Fits Together!
http//assessment.uconn.edu/mapping1.htm
17
Curriculum Mapping
  • Curriculum mapping gives you a picture of where
    the learning opportunities for students to
    acquire, develop, and demonstrate mastery of
    learning objectives are located in your course
    offerings.

18
(No Transcript)
19
What well be doing next semester!
  • Two workshops
  • Developing tools to evaluate and measure our
    evidence.
  • Using assessment results to improve student
    learning.

20
The Next Workshop
  • Developing
  • Rubrics
  • Checklists
  • Rating scales
  • ...to evaluate evidence collected.
  • Blueprinting exams for assessment.

21
How Can Rubrics Be Used to Assess Program
Learning Goals?
  • Embedded course assignments
  • Capstone experiences
  • Field experiences
  • Employer feedback
  • Student self assessments
  • Peer evaluations

22
Action Items
  • Now
  • Select objective of concern to assess.
  • Identify the learning opportunities in curricula
    where students perform the learning objective.
  • Next semester
  • Develop a way of measuring/evaluating student
    performance of that objective.
  • Gather evidence of student learning related to
    the objective youve selected.

23
Parting thought..
  • The purpose of defining goals and assessing
    learning is to improve learning through teaching.
    Teaching lies primarily in the hands of the
    faculty members, and good learning cannot happen
    without their commitment and dedication.
    Assessment, first and foremost, is a tool for
    faculty members to use as they do their very best
    to teach their student well.
  • Middle Commission of Higher Education

24
Please share your thoughts with us!
  • You will find a small sheet on which to jot a few
    thoughts. Take a minute to let us know
  • Some things youve learned from these workshops.
  • Some things youd like to know more about.
  • Topics for other workshops going forward.
  • THANK YOU FOR ALL OF YOUR HARD WORK!

25
References
  • Suskie, L. (2004). Assessing student learning
    A common sense guide. San Francisco Anker
    Publishing Co., Inc.
About PowerShow.com