assessment of student learning north american colleges and teachers of agriculture cia verschelden...

Assessment of Assessment of Student LearningStudent Learning

North American Colleges and North American Colleges and Teachers of AgricultureTeachers of Agriculture

Cia VerscheldenCia Verschelden

June 17, 2009June 17, 2009

The 5-Minute University (1980’ish)

http://www.youtube.com/watch?v=kO8x8eoU3L4

The Accountability The Accountability MandateMandate

assessment of student learning

transparency/public disclosure

accountability

(The following definitions offered by Les Garner, President of Cornell College and member of HLC Board of Trustees)

Assessment of student Assessment of student learninglearning

Assessment is the process of collecting and analyzing evidence that demonstrates accountability and leads to institutional improvement.

Transparency/public Transparency/public disclosuredisclosure

Transparency is the quality of reporting with integrity, clarity and coherence evidence about an institution and its effectiveness and efficiency.

AccountabilityAccountability

Accountability is the systematic responsiveness to constituents’ legitimate expectations that an institution’s mission is achieved and that the resources entrusted to it are used responsibly.

Context for student Context for student learning:learning:

Some statements about science Some statements about science & general education from AAC&U& general education from AAC&U

General Education and Outcomes General Education and Outcomes that Matter in a Changing World that Matter in a Changing World March 9-11, 2006 March 9-11, 2006 Conference ReportConference Report

Introductory science Introductory science courses:courses:90-99% of courses are actually “terminal” courses.

Cannot keep up on content because it changes too fast.

Must teach “habits of mind” – constructing and evaluating arguments using evidence, plausibility vs. truth, etc.

Students must understand the nature, processes, and limits of science.

AAC&U “emerging AAC&U “emerging consensus” on “learning consensus” on “learning every student needs:”every student needs:”

strong analytic, communication, quantitative, and information skills;

deep understanding and hands-on experience with the disciplines that explore the natural, social, and cultural realms;

Intercultural knowledge and collaborative problem-solving skills;

Civic, social, and personal responsibility;

Integrative thinking and the ability to transfer knowledge from one setting to another.

Feedback from employersFeedback from employers

Written and spoken communication

Work ethic factorsEthical standards - knowledge and behavior

TeamworkAbility to work with diverse others

"Not everything that can be counted "Not everything that can be counted counts, and not everything that counts counts, and not everything that counts can be counted.” can be counted.” -- Albert Einstein -- Albert Einstein

Is it possible to meaningfully measure the “learning that every student needs?”

What kind of data is relevant for which student learning outcomes?

What are the standards? What learning is “good enough?”

Purpose of assessment

improvement in student learning outcomes

Most basic question Most basic question about student learning about student learning outcomesoutcomes What does a student know and what can she do with what she knows at the time of graduation?

Requires the integration of general education learning with

learning in the major and in co-

curricular experiences.

Two kinds of assessment Two kinds of assessment – with two different – with two different purposespurposesSummative – statements about the level of student learning at the end of a course or degree program

Formative – evaluation of student work with feedback to the student that he can use to improve his performance

Batting Averages – CUBS13 games

Dan .454Ty .316Ely .591Kerry 0John .548Jake .440Ray .308Cory .227Tom .222Bob .308Todd .444Ned .542Darius .593

““Fun with data”Fun with data”Data can be interesting – the basis

of meaningful conversationData can suggest further questions

about student performance and the learning environment

Data can help students to improve their performance in specific areas

Data can inform decisions about teaching strategies and curriculum design

Assessment for Assessment for improvementimprovement

Faculty, professional staff, administrators, students, and other stakeholders talking with each other about what learning matters at our institution and how we know students get it...

ConversationsConversationsConversation #1

Student Learning Outcomes All graduates All degree program graduates

Conversation #2

Where do students have the opportunity to learn each

outcome? Where is the learning measured?

“alignment”

Conversation #3

What did the measures tell us

about our students’ level of

learning and what are we doing

about it?

Back to the most basic Back to the most basic questionquestion

What does a student know and what can she do with what she knows at the time of graduation?

Requires the integration of general

education learning with learning in the

major and in co-curricular experiences.

Capstone project – animal Capstone project – animal sciencessciences

awful acceptable

good exemplary

critical thinking

scientific principles

diversity

ethical practice

writtencommunicati

on

oral communicati

on

quantitative skills

Other measuresOther measuresstudent self-report of understanding and/or mastery

standardized testswritten or spoken products from classes

exhibits or demonstrations from class assignments

observations of student behaviorstudent reflections on experiences, e.g. service learning or study abroad

HLC Fundamental HLC Fundamental QuestionsQuestions

1. How are your stated student learning

outcomes appropriate to your mission, programs,

degrees, students, and other stakeholders?

2. What evidence do you

have that students achieve

your stated learning outcomes?

3. In what ways do you analyze and use evidence

of student learning?

4. How do you ensure shared responsibility

for student learning and assessment of student learning?

5. How do you evaluate and

improve the effectiveness

of your efforts to assess and improve student learning?

6. In what ways do you inform the public about what students learn – and how well they learn it?

Questions??Questions??