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Assessment: Developing Learning Outcomes

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Assessment: Developing Learning Outcomes. Teaching Learning Assessment Cycle. Establish Learning Goals Provide Learning Opportunities Assess Student Learning Use the Results. Establish Learning Goals Meaningful Learning goals should lead to the improvement of teaching and learning . - PowerPoint PPT Presentation
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Teaching Learning Assessment Cycle

Assessment:DevelopingLearning Outcomes

Teaching Learning Assessment CycleEstablish Learning Goals

Provide Learning Opportunities

Assess Student Learning

Use the Results

Establish Learning GoalsMeaningful Learning goals should lead to the improvement of teaching and learning

Institution

Program

CourseInstitution: UCCCs Mission Statement:SUNY Ulster is a vibrant community of learners distinguished by academic excellence, collaboration, innovation, service and responsible use of resources. As a public, comprehensive two year institution dedicated to providing affordable accessible education, we work in an ever changing environment to:

Prepare students to transfer to four institutionsPrepare students for success in college and in the workforceProvide enrichment and life long learning opportunitiesAugment learning through the integration and application of emerging technologiesPrepare students to live and work in a global societyPlay an active role in economic development, andEnhance the quality of life for residents in Ulster County

Benefits of Learning OutcomesHelps students understand the nature of the program or course and what skills or knowledge will be expected of them.

Provides a guide to students so they are assured they have not missed any major content.

Gives structure to the instructor in lecture development what to teach

Gives structure to the instructor in exam or assignment development link to goals.Insures the student learning outcomes are linked to the college mission.Enables the public and four year schools to understand what the program or course intends to accomplish.Most importantly leads to improvement of teaching and curriculum development.Developing Learning Goals:Meaningful learning goals will lead to improvement of teaching and learning.

There should be an interconnectedness of goals in programs and courses.

Developing Learning OutcomesLearning outcomes should be developed collaboratively from research and reflection. Collaborate:This ensures the integration of course outcomes to program outcomes. As many faculty as possible should be involved.

ResearchInternal Sources:Mission statementCurrent SyllabiPrevious program reviews and surveysExternal Sources:AssociationsAdvisory CouncilsOther colleges Program descriptions (websites)

External Sources:Advisory CouncilsOther colleges Program descriptions (websites)Associations

Reflection: Key word: WHY.

Why do you want your students to know what you put down as a learning outcome.

Middle States Recommended Discussion Topics:

What is this course or discipline all about?

What does the department aim to achieve with this program?

What do we value about our discipline?

What are the most important things students learn in this discipline?

Why are those things important?

What does our disciplinary association think students should learn?

What do we want students to get out of this program?

How does this program relate to the college mission?

How does it relate to other programs?

What do our students do after graduation?Why does the college offer this program?

Why is it important student study it?

How will this experience prepare them for post graduation?

What do we expect of students in this program?How will students be different after completing the program?

What will the student be able to perform after the completing the program?

What skills will the students acquire after the completing the program?

What indicators will be used to measure the students performance?Knowledge Thinking

AttitudesKnowledgeDuplication of procedure, learning definitions summarizing characteristics, understanding components.Memorization

Not as stressed today as in previous decadesExamples of Knowledge GoalsExplain the three goals of a macro economy and how they are measured.Summarize distinctive characteristics of a various novelistsDescribe the scientific model

ThinkingApplication of knowledge in a new contextAnalysis or the ability to understand the relationships amongst the components of a complex conceptEvaluation or making informed judgments on new material through research and problem solvingSynthesis or the ability to theorize, generalize, reflect generate new hypothesis or ne ideas.Critical Thinking or seeking truth and ability to question

Examples of Thinking GoalsExplain a reactionExplain the impactAnalyze errorsCompare and contrastExplain whyJudge the effectiveness Evaluate the validity

Research and identify

Choose the appropriate procedure

Write a poem using..

Theorize design

Recognize

Design and conduct.

Identify a problem..Attitudes Dispositions and valuesAppreciation of the subjectEnjoyment of learningMetacognitionFormation of opinions and values Development of a sense of ethics.

Example of Attitude OutcomesBe intellectually curiousChoose an ethical course of actionAppreciate the merits of Identify the strengths and weakness of others workWork independentlyWork in groupsDevelop leadership skills

Writing Learning OutcomesAvoid broad nebulous terms:Students will:Learn KnowUnderstandBecome awareAppreciateThink critically

Action words help students understand what we want them to learn and it makes assessment easierDescribe the solar the key characteristics of each planet in the solar system

Make appropriate references and deductions from biological information

Develop graphic spreadsheet to support a decision

Design a chemical experiment to test a hypothesis

Systematically analyze and solve problems

Defend ones views

Present original interpretations

Critically evaluate the effectiveness

Apply basic problem solving skills

Conduct research

Assessment of the Learning Outcomes

Two Categories of MeasuresDirect measures provide evidence of whether or not the student has command of the subject matter

Indirect Measures provide data that is related to the act of learning. It implies the student has learned, i.e. how the student perceives whether or not he/she has learned. Questionnaires and surveys are indirect.

Direct vs IndirectDirect evidence should answer the questions what did the student learn? What did he/she not learn? But it does not answer the question why did the student learn it? Why didnt the student learn it?

Indirect evidence focuses on the learning process. Comments about homework or lectures or group work.

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Choosing Evaluation Instruments:

QUESTIONS TO ASK:

1. Is the evidence provided by the method linked to learning outcomes?2. Is a standardized instrument appropriate for the learning goals of the institution3. Is the evaluation method comprehensive enough?4. Are important learning outcomes measured by multiple means?

5.Do the test questions test what is desired to be learned?

6. Are the questions clear?

7. Do the questions elicit information useful for making improvements?

8. Does everyone interpret the response the same way?

9. Do the results make sense? Are the results corroborated by evidence?

Tools and techniques:

TestsStandardized vs Home grown

Quote from Middle states:Although a test created locally may not have the same statistical validity and reliability as a standardized instrument, its relevance to the specific learning goals in question may make it a more appropriate and more effective instrument.

Test blueprint is an outline that matches test items to the intended learning outcomes.

Rubrics

A set of criteria used to assess papers, projects, performances, field experiences.

Four Types: ChecklistRating ScaleDescriptiveHolisticChecklist Rubrics

A list of yes or no or Did or Didnt do

Used primarily in lab or clinical settingsRating Scale RubricThis is a checklist with a rating scale added to show the degree to which the things youre looking of are presentUses terms like Outstanding, Very Good Adequate OrStrongly Agree, Somewhat Agree etc..Descriptive RubricsThese give a description of what constitutes deficient adequate or exemplary

Or unacceptable, Fair Proficient Holistic RubricsFor the more massive assessments, rating scale and descriptive rubrics may not be feasible i.e reading 1000 essays for placement.

Holistic rubrics have short narrative descriptions of the characteristics for outstanding work, acceptable work, and unacceptable workOther Assessment ToolsSelf reflection

Engage in metacognition. Ask students to reflect on what they have learnedThis gives insight into the learning process and it helps students integrate what they have learned

Ratings and comments from internship supervisors

Placement Rates

Ad Hoc Surveys

Focus Groups

Portfolios

What is Middle States Looking For?

They will ask the fundamental questions: Is the Institution fulfilling its mission?Are institutional and program level goals clear to the public, students, faculty and staff?Are Institutional programs and resources organized and coordinated to achieve these goals?Is the Institution using assessment results to improve student learning and advance the institution.

Characteristics of Assessment Processes that meet Middle States Expectations

Useful Lead to improvementCost Effective No need to start from scratch use what is thereReasonably Accurate Is evidence clear and visable -both direct and indirectPlanned Asse

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