youngstown state university september 2011 susan hatfield winona state university winona, mn...
TRANSCRIPT
Youngstown State UniversitySeptember 2011
Susan HatfieldWinona State University
Winona, MN [email protected]
Assessing your Assessment Plan
YSU Added note: the first four slides are introduction
slides
What is the focus of your
assessment efforts?
Accreditation
Reporting
Number & Amount Quality & Utility
Interpreting
Learning
Internal Questions
External Questions
Collecting it Using it
Compliance Commitment
Promoting a Culture of Learning
Promoting a Culture of Learning
BEGINNING PROGRESS MATURING
Workshops, Speakers and Consultants on student
learning
Ongoingdialogue on
studentlearning,
development andmeasurement of
learning outcomes
Student learninghas become central to the institution and student
learning,performance, andachievement are
celebrated
Promoting a Culture of Learning
BEGINNING PROGRESS MATURING
Activities
Events
SystemsProcesses
Traditions
Promoting a Culture of Learning
BEGINNING PROGRESS MATURING
Occasional Usual
External InternalAccreditation Improvement
Surface EmbeddedIndividual Structural
Isolated Pervasive
Promoting a Culture of Learning
BEGINNING PROGRESS MATURING
Occasional Usual
External InternalAccreditation Improvement
Surface EmbeddedIndividual Structural
Isolated PervasiveLEADERSHIP
KNOWLEDGE
RESOURCES
COMMUNICATION
COMMITMENT
Promoting a Culture of Learning
BEGINNING PROGRESS MATURING
What are you measuring?
The relationship between values and measures
Measures
Values
Do you have measurable,
meaningful program level student learning
outcomes?
Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
What the student / faculty / staff will
√ Know√ Do
Assessing Assessing Learning
What the course / program /department / areawill do or achieve• Participation• Support• Improvement• Placement • Retention• Development• Satisfaction.
Assessing Program Effectiveness
Assessing Program Effectiveness
• Satisfaction surveys• Exit interviews & focus groups• Observations• Follow-up studies• Retention and transfer studies• Length of time to degree• Efficiency, accuracy of services performed• Number of students served, repeat visits• Self report of impact on those served• Graduation and transfer rates• Placement rates.
Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
• B: Reasonable Number?
Exertion without Intention
Exhaustion
Intention without Exertion
Intention and Exertion
Outcomes can overlap
OutcomeOutcome
OutcomeOutcome
Common Core
OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
Program A
OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
Program B
OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
Program
C
OutcomeOutcome
OutcomeOutcome
OutcomeOutcome OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
Program D
Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
• B: Reasonable Number?• C: Tied to mission / goals?
Mission
General Education
AcademicPrograms
Vision
Student Affairs
ExternalAgencies
Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
• B: Reasonable Number?• C: Tied to mission / goals?• D: Appropriate format?
• Format for learning outcomes:
Students / Faculty / Staff will be able to
<<action verb>> <<something>>
Students / Faculty / Staff will be able to <action verb>, <action verb>, and <action verb>, <something>, <something else>, and <another thing>.
Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
• B: Reasonable Number?• C: Tied to mission / goals?• D: Appropriate format?• E: Cognitively appropriate?
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSIS
SYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparate
SummarizeTest
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSIS
SYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparateSu rize
Test
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
Lower level courseoutcomes
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSIS
SYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparate
SummarizeTest
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
AdvancedCourse / Program
outcomes
Student Learning Outcomes
• Students will have a basic knowledge of human anatomy.
Student Learning Outcomes
• Interpret a financial statement
Student Learning Outcomes
• Question inconsistent results
Student Learning Outcomes
• Demonstrate the ability to solve problems, to work independently and to work as members of a team.
Student Learning Outcomes
• Be recognized for excellent preparation and will be vigorously recruited by employers.
Student Learning Outcomes
• Students will be able to identify, define, and evaluate……
Student Learning Outcomes
• Students will be able to identify, define, and evaluate……
Student Learning Outcomes
• Students will be able to select, describe, and interpret…..
Reviewing Student Learning Outcomes
• A: Student Learning or Program Effectiveness?
• B: Reasonable Number?• C: Tied to mission / goals?• D: Appropriate format?• E: Cognitively appropriate?• F: Do faculty agree on the definition of
the outcome? (components)
Components
•What are you looking for in student work to be able to tell if they “get it”
•Grading criteria
Goal
Goal
OutcomeOutcomeOutcomeOutcomeOutcome
Communication
Relate Speak ListenParticipateWrite
Component
Component
Component
Component
Communication
Relate Speak ListenParticipateWrite
Component
Component
Component
Component
Component
Component
Component
Communication
Relate Speak ListenParticipateWrite
Component
Component
Component
Component
Component
Component
Component
Component
Component
Communication
Relate Speak ListenParticipateWrite
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Communication
Relate Speak ListenParticipateWrite
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Communication
Relate Speak ListenParticipateWrite
The Reality of Assessing Learning Outcomes:
Why you need common components.
Speaking
volume
poise
conclusion
Speaking
teacher1
volume
poise
conclusion
Speaking
teacher2teacher1
gestures
rate
evidence
volume
poise
conclusion
Speaking
teacher2teacher1teacher3
gestures
rate
evidence
sources
examples
organization
volume
poise
conclusion
Speaking
teacher4teacher2teacher1teacher3
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
volume
poise
conclusion
Speaking
teacher5
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
transitions
verbal variety
attention getter
teacher4teacher2teacher1teacher3
volume
poise
conclusion
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
transitions
verbal variety
attention getter
Can our students deliver an effective Public Speech?
volume
poise
conclusion
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
transitions
verbal variety
attention getter
Can our students deliver an effective Public Speech?
volume
poise
conclusion
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
transitions
verbal variety
attention getter
Can our students deliver an effective Public Speech?
Are your outcomes differentiated by
degree?
Calculate X
CalculateX
CalculateX
CalculateX
ApplyC
ApplyC
ApplyC
ApplyC
DescribeY
DescribeY
DescribeY
Describey
EvaluateW
EvaluateW
EvaluateW
EvaluateW
DiagnoseZ
DiagnoseZ
DiagnoseZ
DiagnoseZ
Certificate
Associates
Bachelors Masters
Define X
NameC
IdentifyY
ReciteW
ListZ
DescribeX
TranslateC
CompareY
ReportW
ExplainZ
ApplyX
ProduceC
CalculateY
EvaluateW
ManageZ
EvaluateX
ValidateC
Synthesize y
CreateW
DiagnoseZ
Certificate
Associates
Bachelors Masters
Calculate X
CalculateX
CalculateX
CalculateX
ApplyC
ApplyC
ApplyC
ApplyC
DescribeY
DescribeY
DescribeY
Describey
EvaluateW
EvaluateW
EvaluateS
EvaluateW
DiagnoseZ
DiagnoseZ
DiagnoseZ
DiagnoseZ
Major 1 Major 2 Major 3 Major 4
Calculate X
CalculateX
CalculateX
CalculateXDescrib
eY
DescribeY
DescribeY
DescribeyDiagnos
eZ
DiagnoseZ
DiagnoseZ
DiagnoseZ
Major 1 Major 2 Major 3 Major 4
Are your outcomes supported by the
curriculum?
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Program LevelStudent Learning
Outcomes
1xx
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Program LevelStudent Learning
Outcomes 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone
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Program LevelStudent Learning
Outcomes 1xx 2xx 2xx 2xx 3xx 3xx 3xx
4xx Capstone
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Program LevelStudent Learning
Outcomes 1xx
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Capstone
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Program LevelStudent Learning
Outcomes 1xx
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Capstone
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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Capstone
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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S
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A
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K
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Capstone
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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A
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S
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Capstone
S
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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A
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S
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3xx 3xx
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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A
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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A
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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A
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Capstone
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option cluster
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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Build a curriculum
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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Diagnose Learning Analyze Curriculum
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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Diagnose Learning
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
Do students know the program has
outcomes?
Program Level Outcomes
In the catalogOn the websiteIn department related publicationsOn the syllabi
Do you have a plan for assessing
the outcomes?
Assessment Plan
1xx
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K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
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How will know if your students have learned?
Student LearningOutcome
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Student LearningOutcome
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Test Questions
1 2 3 4
5 6 7 8
101112
1713141516
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Student LearningOutcome
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Assignment
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Student LearningOutcome
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Assignment
Student LearningOutcome
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Experience
Matching Outcomes to Objects
• Logical decision• ? Individual vs. group assignment• ? Amount of feedback provided in
preparation of the assignment• ? Timing / program / semester
Student LearningOutcome
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4
Student LearningOutcome
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Test Questions
1 2 3 4 5 6 7 8 9 10
11 12 1314 15 16 17 18 19 20
Student LearningOutcome
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Assignment
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Student LearningOutcome
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Experience
Are you studying patterns of evidence?
Interpreting Data
• Consistency - over time
• Consensus - different populations
• Distinctiveness - different situations/ variables / items
Interpreting Data
• Consistency - over time
• Consensus - different populations
• Distinctiveness - different situations/ variables / items
Consistency
• Examines the same practice of and individual or group over time
• Key question: • Has this person or group
acted, felt, or performed this way in the past / over time?
Consistency
How well are students performing on thelearning outcome?
Highperformance
Lowperformance
04 05 06 07 08 09 10 11
Consistency
How many students utilize our services?
Highperformance
Lowperformance
04 05 06 07 08 09 10 11
Consistency
Highperformance
Lowperformance
05 06 07 08 09 10 1104
How many students utilize our services?
Consensus
• Comparison to or among groups of students • Variation between disciplines, gender,
other demographic variables • Key questions: • What is the general feeling, outcome,
attitude, behavior? • Do other groups of people act, perform
or feel this way?
Consensus
How well are students performing on thelearning outcome?
Females Males Transfers OTA
Highperformance
Low performance
Consensus
How effectively are we meeting theneeds of our students ?
First Gen Int’lNon residentialDistance
Highperformance
Low performance
Distinctiveness
• Examines individual or cohort perspectives across different situations, categories
• Key Question: • Does a person or group respond differently
based upon the situation, item, issue?
Distinctiveness
How well are our students achieving ourLearning Outcomes?
HighPerformance
Low Performance
SLO3 SLO4SLO2 SLO5SLO1 SLO6
Distinctiveness
How satisfied are our student with theservices we provide?
HighPerformance
Low Performance
S3 S4S2 S5S1 S6
Are we measuring achievement of the outcomes?
Lowperformance
Highperformance
SLO3 SLO4SLO2 SLO5SLO1 SLO6
Have our students achieved our learning outcomes?
SLO3 SLO4SLO2 SLO5SLO1 SLO6
Lowperformance
Highperformance
Have our students achieved our learning outcomes?
Have our students achieved our learning outcomes?
SLO3 SLO4SLO2 SLO5SLO1 SLO6
Lowperformance
Highperformance
What are you doing to close the
loop?
Closing the Loop
Closing the Loop
• Development • Faculty, Staff, Student
• Infrastructure• Policy, Process, Planning
• Curriculum• Learning Opportunities
Closing the Loop
• Development • Faculty, Staff, Student
• Infrastructure• Policy, Process, Planning
• Curriculum• Learning Opportunities
Closing the Loop
• Development • Faculty, Staff, Student
• Infrastructure• Policy, Process, Planning
• Curriculum• Learning Opportunities
Closing the Loop
• Development • Faculty, Staff, Student
• Infrastructure• Policy, Process, Planning
• Curriculum• Learning Opportunities
The Seven Principles for Good Practice in Undergraduate Education
• 1. Student-Faculty Contact• 2. Cooperative Learning• 3. Active Learning• 4. (Prompt) Feedback • 5. Time on Task• 6. High Expectations• 7. Respect for Diverse Talents and
Ways of Learning
Zelda Gamson and Arthur Chickering Wingspread Journal 1987
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Educating…..Assisting …..
Explaining …..Assisting …..
Developing …..Consulting …..Delivering …..Facilitating …..
Creating …..Nurturing …..
Negotiating …..Sponsoring …..
Training …..Translating …..Validating …..Updating …..Enforcing …..Testing …..
Assessing …..Reporting …..
Issuing …..Communicating …..
Integrating …..Responding …..Arranging …..
Coordinating …..Providing …..
Organizing …..Producing …..Training …..
Maintaining …..Supporting …..Directing …..Designing …..Collecting …..
Developing …..Responding …..Reviewing …..Studying …..
Distributing …..Executing …..Recruiting …..Generating …..
Implementing …..Investigating …..
Designing ….. Collaborating …..
Revising …..Scheduling …..
Sharing …..
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Youngstown State UniversitySeptember 2011
Susan HatfieldWinona State University
Winona, MN [email protected]
Assessing your Assessment Plan