Program Assessment: Student Learning Outcomes Dale Pietrzak, Director of institutional research and assessment Sara Mahuron, Accreditation and assessment analyst

Student Learning Outcomes Assessment “Are we making a difference?”

Historical View At the inception of the program assessment movement the role of “program evaluation” and “student learning” were not clearly differentiated. Over time Student Learning Outcomes (Called Program Assessment at UI) separated into a distinct track. Focuses on student learning in program specific areas. It is Student Work Product based. The “program evaluation” process. separated into what is called EPR and Program Prioritization at UI. External Program Review (EPR) -- holistic in focus Program Prioritization – linked to the strategic plan

EPR vs. SLOs External Review Process (EPR) Student learning outcomes (SLO) assessment “informs future planning and further(s) the relationship between the University’s mission and goals and education programs” “Aimed at building quality, delivering cost-effective programs, responding to needs and constraints, and thereby enhancing an institution’s fulfillment of its mission.” “assesses student learning in general education and in the academic majors.” “ensures that we continually improve the teaching and learning process and the programs that support that process.”

Accountability Demands: Focus here is on SLO Assessment Yes, State Board of Education (SBOE) and the Northwest Association of Schools and Colleges (NWCCU) require it Assessment will be a focus on our mid-cycle review in Spring 2018 – particularly using the results to improve instruction (documented) Nationwide movement -- Increasing percentage of institutions assess student learning outcomes beyond grades Not going away any time soon

Support for Greater Focus on SLO Assessment Deficiencies in student learning outcomes assessment is the biggest shortfall in regional accreditor evaluations of institutions The number of institutions receiving less than 7 years reaccreditation is increasing due to assessment-related shortfalls Reporting requirements are expected to increase

“If [SLO] assessment is only a reporting tool, it is a failure “If [SLO] assessment is only a reporting tool, it is a failure!” ~ Trudy Banta & Catherine Palomba, Assessment Essentials, p. 11

“The overriding purpose of outcomes assessment is to understand how educational programs are working and to determine whether they are contributing to student growth and development.” ~ Trudy Banta & Catherine Palomba, Assessment Essentials, p.9-10

Assessment for Improvement More than a collection of data – must be purposeful collection Focus is on student learning Intentional teaching Ensures collaborative and comprehensive curriculum across faculty that is void of unintentional gaps – holistic look at program Requires dialogue among faculty and a shared vision Assessment information must be used to improve learning!

Benefits Faculty & Administrators Too Fosters academic introspection and personal growth as educators and administrators Tells your story Informs planning Documents needs Assists with grant writing Improves academic program and its standing

Expectations Faculty are the best to carry out assessment in their discipline Assessment results are used solely to assess the program, not the faculty Approach should be manageable and simple; should not interfere with the delivery of the education it is supposed to be improving Collaboration and inclusion should be stressed during assessment initiatives Faculty and staff are expected to use the results!

SLO Assessment Process at University of Idaho Process is Annual! September 15: Post findings and actions (areas for improvement) from past year’s assessment October 1: Update/Create learning outcomes, tools and benchmarks for the current year May: Complete assessment measures Summer: Data Analysis, Reflection and Discussion

Closing the Loop The mid-cycle review will focus on how we are using the data to improve teaching August/September: Time to close the loop!

Student Learning Outcomes Programs should have 5 that are aligned with and support the University Learning Outcomes: Learn and Integrate Think and Create Communicate Clarify Purpose and Perspective Practice Citizenship Should also align with standards in your field and be specific to what a graduate in the program needs to be competitive

Use action verbs that are appropriate for the level

Measuring Student Learning Outcomes (SLO) Direct Measures Indirect measures Students’ work – can embed in course as an essay, presentation, project and use a rubric that assesses the SLO Pre- and post-tests Standardized tests Must be included for assessment to be credible GPA, student surveys, interviews Opportunity for faculty to hear from their students

Assessment Template https://www.uidaho.edu/provost/ira

Located on Institutional Research and Assessment Website

Expand “Assessment” and Choose “Posting Assessment Plan”

Assessment Template in VandalWeb

Log into VandalWeb

Resources IRA website Sara Mahuron, 885-5962, sara@uidaho.edu (here to assist with program assessment and EPR) Upcoming workshops on assessment August 24 – similar presentation, feel free to bring other folks in your department who will be working on assessment TBA – workshops on topics such as writing SLOs, rubrics, documenting assessment activities, etc.

Questions?

References Banta, T.W. & Palomba, C.A. (2014). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass Pfeiffer.