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TRANSCRIPT
Writing Meaningful and Measureable Student
Learning Outcomes for Beginners
UAlbany Student Affairs Assessment ConferenceJanuary 10, 2018
Rob BahnyDirector-Office of Accessibility & Coordinator of Veterans Services
Former Chair-Student Life Assessment Team
INTRODUCTION: WHY ASSESS?
Why Develop Student Learning Outcomes (SLOs)?• Student Life’s Contribution to Student Learning• Demonstrating Student Success• Planning for Student Development• Promoting Evidence-Based Department Programming• Culture of Continuous Improvement• Accreditation Requirement
INTRODUCTION: ASSESSMENT PROCESS
Identify Student Learning Outcomes
Start
Develop Assessment Plan and Methodology
Collect and Analyze Data
Communicate Results and Use Results for
Planning, Prioritization and
Allocation of Resources
FOUNDATION DOCUMENTS: MISSION
MISSION DOCUMENTSCollege Mission Statement
Student Life Mission Statement
Department Mission Statement
Goals, Values and Standards• Reflective
• Servant Leadership
• Diverse Perspectives
• Franciscan Traditions
• Engaged
• Common Good
• Affirming Human Dignity
FOUNDATION DOCUMENTS: PRINCIPLES
Siena Student Life’s PRINCIPLE DOCUMENTSPrinciples of Good Practices in Catholic Higher Education
DORS Values
Habits of Franciscan Community
Goals, Values and Standards• Inclusive, Welcoming Campus• Living-learning Residential
communities• Diversity• Optimism• Respect• Service• Collaborative
FOUNDATION DOCUMENTS: STRATEGIC
STRATEGIC PLAN DOCUMENTSCollege Strategic Plan – Key Success Factors
Student Life Strategic Plan
Department Strategic Plan, if applicable
Goals, Values and Standards• Foster the “Siena Community”
• Community Development
• Student Engagement
• Health, Safety, and Wellness
• Divisional Excellence
DEPARTMENT EVALUATION
•What do you want your students to learn from interacting with your department?•What areas of your department do you want to improve as it relates to interacting with students?•What gaps in student learning has your department identified?•What new initiatives would you like to assess?•What offerings would you like to add in the future?•Do you want to continue a project(s) you are already doing?
DEPARTMENT EVALUATION ACTIVITY
DRAFTING GUIDANCE: FOCUSED SLOs
* Specific * Practical
* Demonstrated * Targeted Student Population* Student Knowledge * Student Attitudes* Observable * Measurable* Realistic * Understandable* Meaningful
DRAFTING GUIDANCE: ACTION WORDS
Action Words:* Articulate * Demonstrate* Improve * Increase/Decrease* Describe * List* Interpret * Contrast
Terms to Avoid:* Know * Understand * Appreciate * Learn * Become aware of * Increase awareness of * To enjoy * To believe
DRAFTING GUIDANCE: MEASUREMENT TOOLS
* Oral Presentation * Pre/Post Test* Essay * Interview* Feedback Survey * Observation of Performance* Focus Group * Reflection Paper* Projects * Table Top Exercises* Training Others * Portfolios* Questionnaire * Test/Exam* Activity Logs * Field Study* Rubrics * National Surveys * Peer/Self Evaluations * Quick Checks During Program
DRAFTING GUIDANCE: FORMAT
Source: “Putting Learning Reconsidered into Practice: Development and Assessing Student Learning Outcomes,” Keeling & Associates, June 6, 2007, http://assessment.uncg.edu/academic/docs/learning_reconsidered_institute_workshop.pdf.
DRAFTING GUIDANCE: AVOID OVERLY BROAD
Example SLO • Students will develop an appreciation of cultural diversity on campus.
Revised SLO• Students enrolled in the Cultural Diversity Seminar will describe three approaches to constructively engage campus diversity topics.
Measurement: essay, oral presentation, survey, group reflection, submit action plans
DRAFTING GUIDANCE: AVOID OVERLY BROAD
Example SLO • Students will demonstrate strong self-advocacy skills.
Revised SLO• Students who participate in self-advocacy programming through the
Office of Accessibility will be able to demonstrate at least 75% accuracy when completing the Self-Advocacy Scale.
Measurement: In-house questionnaire
DRAFTING GUIDANCE: AVOID OVERLY BROAD
Example SLO • Students will learn about substance abuse issues faced by college
students.
Revised SLO• Students attending residential life Alcohol Education programs will
analyze 2 health issues related to university students involved in substance abuse and develop a written plan to address one issue
Measurement: Essay/Action Plan, Pre/Post test
SLO DRAFTING ACTIVITY
SLO REVIEW
• What is the basis for the criteria for success?
• What population of students are you targeting for the SLO?
• Is the sample size (n) meaningful based upon the scope of the project?
• How is the department providing opportunities for students to learn the skills required for the SLO?
SLO REVIEW
• Does the SLO support your strategic plan and any other divisional/departmental mission statements?
• Does the data and/or processes to measure my SLO already exist (i.e. EBI survey, health survey, etc.)?
•• What method of assessment can I use to measure my outcomes (See Assessment Tools Chart)?
Assessment Mistakes
• Setting the bar too low for your success criteria.• Too focused on the same group of student who always respond
(RA’s, student leaders).• Equating assessment success with a positive performance
evaluation.• Seeing not meeting your success criteria as a failure as opposed
to an opportunity for improvement.• Confusing Student Learning Outcomes with Key Performance
Indicators.
FINALIZE ASSESSMENT PLAN
• Have you reviewed your Assessment Plan with your department team members?
• Have you reviewed your Assessment Plan with the Assessment Committee?
• Will your Assessment Plan provide evidence so your department can make continued improvement?
• Are your SLOs meaningful and measurable?
QUESTIONS
ASSESSMENT WALK-IN CLINIC
Additional Questions?
Come to an Assessment Committee meeting to speak with us.
Thursdays at 2pm in SSU 315.