The Practitioner’s Guide

Presentation GOAL

The goal of this presentation is to articulate

the assessment process that will be used

to produce a comprehensive, University-wide

process for assessing student learning and

using what we learn from assessment

to improve student learning.

Assessment is not one more plan to be filed away;assessment is a circular planning process

that goes on and on and on and on!

1. Learning Outcomes

2. Learning Opportunities

GU Archives of Plans Continuous Assessment Cycle

3. Assessment

4. Using Results

Linda Suskie, Moving Ahead with Assessment,April 30, 2007

Here’s a Six Step Expanded Version of the Assessment Cycle

1. Identify Broad Goals

2. Identify Outcomes

3. Identify learning activitiesto achieve student outcomes

4. Assess Student Learning

5. Analyze and Use Results tomake changes and improve

learning

6. Share Results.

Adapted from Kent State University Model

Mission

A Strong Assessment Plan

Begins with a Solid

What is a Mission Statement?

A mission statement is a short description of thegeneral purpose of your department. It captures in a few sentences, the essence of your department. The mission statement tells:

1. Who you are?

2. What is your purpose?

3. What do you do?

4. Who do you serve?

5. How do you serve them?10

A Prize-Winning Mission Statement also…

• Must be aligned with the University.

• Inspires commitment.

• Is reviewed every 5 years.

• Is easily understood.

• Reflects your department’s niche.

11

Criteria Checklist for aMission Statement

Identifies Purpose

Who is served

How they are served

Clear

Concise

Aligned with University Mission

Contributes to Assessment

12

In a comprehensive, connected University assessment planning process,

ALL MISSION STATEMENTS are ALIGNED.

University Mission

Division MissionsAcademic Affairs and Administration & Finance Mission

College MissionsCollege of Liberal Arts, Science & TechnologiesGraduate Programs and Professional Studies

Academic Dept/Programs, Support Services, Student Development, Administration & Finance Department Mission Statements

Gallaudet’s Learning Assessment Cycle

1. Identify Learning Outcomes

2. Offer Learning Opportunities

4. Assess Learning

5. Use Results for Improved Learning

6. Share Results

3. Offer Learning Opportunities.

University Mission

AA and A&F Division Mission

College Mission

Academic Department/Support Service/Student Development/Service Unit Mission

Step 1: Identify Broad Goals

What are Academic Goals?

Goals are broad, general statements of the intentions of

your university, program or course. Goals become

more assessable as they move from the broadly stated

University level to the specific program or course level.

The following pages contain lots of examples.

Learning OutcomesLearning outcomes are statements ofwhat students will:

(1) Know & Understand = Cognitive

(2) Be Able to Do = Psychomotor

(3) Value/Appreciate = Affective

Step 2: Writing student learning outcomes.

Learning outcomes can be

stated broadly at the

University level and more

specifically at the program and

the course/activity level.

From broad to specific…

MSA: Levels of Student Learning Goals/Outcomes

“Assessment of student learning is done at the institutional, program, and course/activity level…

These levels are interconnected, complimentary, and reciprocal…MSA is not concerned with

the hierarchical structure an institution adopts when defining its goals. It is concerned that

the institution develops a coherent set of goals, that those goals stem from the

institutional mission, and that goals at the subordinate levels contribute to the attainment of

goals at the higher levels… The most important step in developing successful methods for

evaluation student learning is to develop meaningful, clear, and realistic goals for student

learning at the course/activity, program, and institutional level.”

Middle States Commission on Higher Education, Student Learning Assessment (2003)

Levels of Learning Outcome StatementsInstitutional Level Outcomes, Program Level Outcomes, Service Level Outcomes

Institutional Level(Based on a college’s or university’s missionstatement, educational philosophy, or educational objectives)

Program Level(Department, division, school or servicewithin an institution)

Service and Course Level(Service or activity in which studentsare engaged)

Communicate in and out of the classroom throughboth the use of sign communication and written and spoken English.

Students receive support in writing researchpapers for various courses. (TIP)

Students know how to use the English Works! website to look up grammar rules.

General

Specific

More Specific

Maki, P. Assessing for Learning, AAHE and Stylus Publication (2004)

Classroomand

Activity Level

Adapted from Huba & Freed (2000). LearningCentered Assessment on College Campuses.

Levels of Specificity

BroadSpecific

Program/Department

Level

College/School Level

DivisionLevel

UniversityLevel

Understand theinterrelationswithin and amongdiverse cultures and groups.

University Level

Academic Affairs

HistoryDept. History 101

Identify the characteristicsof human cultures.

LessonRecognize the similarities & differences between religious practices.

Broad OutcomeSpecific Outcome

Demonstratethe culturalcompetenciesnecessary tosucceed in aglobal community.

Recognizehuman culturaldifferences.

History

Understand theinterrelationswithin and amongdiverse cultures and groups.

University Level

Academic Affairs

CAPSS Career Center

Identify thecultural dynamicsof working in adiverse workforce.

CC ActivityDemonstrate cultural sensitivity during a global internship.

Broad OutcomeSpecific Outcome

Demonstratethe culturalcompetenciesnecessary tosucceed in aglobal community.

Recognizehuman culturaldifferences.

Career Center

Develop skills necessary to work in a diverse workforce.

University Administration

and FinanceStudent Accounts

Student AccountsWorkshopConvert American money for a global experience.

Broad OutcomeSpecific Outcome

Understand foreign currency exchange.

Demonstratethe culturalcompetenciesnecessary tosucceed in aglobal community.

Student Accounts

Learning Outcomes

Learning outcomes are statements ofwhat students will:

(1) Know & Understand = Cognitive

(2) Be Able to Do = Psychomotor

(3) Value/Appreciate = Affective

Step 2: Write student learning outcomes.

Assessable student learning outcomes can be measured at the institution, program or course level.See the chart on the next page.

Institutional, Program, and Course/Activity Student Learning Outcome Statements

UG Learning Outcomes Program

Students will:Course/Activity

Students will:

Inquiry and Critical Thinking Academic Advising – Analyze info for the purpose of making informed career decisions.

Use knowledge gained from MBTI, Skills Inventory, and advising conferences to select a major that is compatible with their interests and abilities.

Human Experience and Knowledge

Multicultural Affairs – Understand human experiences around the world.

Identify the similarities and differences of different cultures.

Communication and Literacy

Biology - Develop the ability to communicate scientific concepts.

Use scientific technology in written lab reports.

Values, Ethics, and Social Responsibility

A & F Internship Program –

Apply ethical standards during

internship experience.

Identify ethical practices that reflect on the integrity with which an employee performs his duties.

- 4 -

A Match made in Heaven or is it!

Designing Learning Opportunities

Learning Outcome Learning OpportunitiesStudents will be able to:

1. Discuss main ideas in fiction.

To achieve this outcome, students will

be engaged in these learning activities:

1. Read Moby Dick.

2. Make a collage of important scenes.

3. Quiz on sequence of events.

4. Discuss film version of novel.

5. Group Project: Re-tell the story from

Moby Dick’s point of view.

Step 3: Identify learning activities to achieve student outcomes.

Designing Learning Opportunities

What’s wrong with this match up between the learning outcome andthe learning opportunity?

Learning Outcome Learning OpportunitiesStudents will be able to:

1. Discuss main ideas in fiction.

To achieve this outcome, students will

be engaged in these learning activities:

1. Read Moby Dick.

2. Make a collage of important scenes.

3. Quiz on sequence of events.

4. Discuss film version of novel.

5. Group Project: Re-tell the story from

Moby Dick’s point of view.

Step 4 - Assess Student Learning

Students should be given multipleand varied opportunities to demonstrate

what they have learned.

One size does NOT fit all!

Direct vs Indirect Assessment Methods

• Student Presentation• Student Portfolios• Exhibitions• Employer Ratings• Ratings of a Field Exp by Supervisor• Capstone Experience• Classroom Assignments• One-on-one Interviews• Essays Using a Rubric• Demonstration of Ability using a Rubric• Test and Exams• Scores on licensure/certification

exams• Use of a Scoring Rubric

• Focus Groups• Surveys• Group Interviews• Student ratings of their Knowledge and

Skills• Narrative Reflections• Graduation Rates• Placement Rates of Graduates into

appropriate Career Positions• Recent Graduates’ Staring Salaries• Alumni Surveys• Voluntary Gifts from Alumni and

Employers• Reputation of Graduate and

Professional Programs into which alumni are accepted.

Direct Indirect

Which of these assessment methods do you use?

Analyze Your Results

Analyze Your Results

Analyze Your Results!

Step 5…What have you and your students learned?

Share Assessment Results• Students• Assessment@Gallaudet.edu• Blackboard• Within Departments• Deans and Directors• Faculty Governance• Provost and President• Alumni• Annual Report• On the Green and Buff and Blue• Accrediting Agencies• Funding Agencies• GPRA

Progress Report. How am I doing?

Use AssessmentData

to Make Changes and Improve

Student Learning

Step 7 - Use the results to make changes and improve student learning.

More on reporting and using assessment data in the Assessment Handbook.

Looking for Guidance

• Eileen.Matthews@Gallaudet.edu• Assessment Handbook - ask Janice Johnson• Assessment Resource Room – E150• Assessment.Gallaudet.edu• My Gallaudet – Office of Assessment• Campus Consults - See List on Website