Student Learning Outcomes: Writing Good Objectives, Gathering Good Evidence, Preparing for the Accreditation Visit Faculty Development Day September 1, 2010

“ A University should be a place of light, of liberty, and of learning.” Benjamin Disraeli

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Outline Ice Breaker: Who’s in the room? Student Learning at Gustavus (What matters most?) Student Learning Outcomes (What do we want our students to learn?) Evidence and Assessment of Student Learning (How do we know if our students have learned?) Accreditation and Student Learning Outcomes

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Who’s in the room? What is your academic division? 1.Fine Arts 2.Humanities 3.Natural Sci/Math 4.Social Sciences 5.Education/Nursing

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Who’s in the room? (part 2) What is your academic rank? 1.Instructor 2.Assistant Professor 3.Associate Professor 4.Professor

Student Learning Outcomes What matters MOST to you about student learning at Gustavus?

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu The Big Picture: Who Contributes to Student Learning? Learning FacultyTutors Lab Assistants Resourc e Staff Coaches Music Directors Chaplains Advisors Resident ial Life Staff Support staff Peers Student Activitie s Staff

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu STUDENT LEARNING OUTCOMES

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu At the completion of this session, participants will: Define “student learning outcome”. Recognize student learning outcome statements. Translate knowledge, skills, abilities, and dispositions into student learning outcomes. Distinguish between student learning goal and student learning outcome. Justify the role of student learning outcomes throughout the institution. Formulate student learning outcomes for their program or courses.

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu “Learning outcomes are statements describing our intentions about what students should know, understand, and be able to do with their knowledge when they have graduated.” Huba, M. E. & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn & Bacon. Student Learning Outcomes

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Making connections throughout the institution Student Learning Outcomes

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Gustavus has clearly articulated learning outcomes at the institutional level. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu My department has clearly articulated learning outcomes at the program level. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu I clearly articulate learning outcomes in my courses (on my syllabus). 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Of what value are clearly articulated Student Learning Outcomes? Provide direction for our instruction Inform students about our intentions and expectations Focus on lasting results Form a basis for our assessment

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu What is the difference between a learning goal and a learning outcome? Goal: “broad and long-term descriptions of learning expectations” Learning Outcome: “specific descriptions of expectations that…learners can demonstrate when they complete a course, program, or baccalaureate degree” Driscoll, A., & Wood, S. (2007) Developing Outcomes-Based Assessment for Learner-centered Education. Sterling, VA: Stylus. Student Learning Outcomes

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Goals and Outcomes Goal Outcom e Student Learning Outcomes

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Goals and Outcomes GOALS Broad General Abstract Not easily validated Student Learning Outcomes OUTCOMES Narrow Precise Concrete Can be validated

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Example: Dental Health 101 GOAL: Understands proper dental hygiene Student Learning Outcomes OUTCOMES Outcome 1: Identify the active ingredient in toothpaste Outcome 2: Explain why teeth should be cleaned twice a year Outcome 3: Describe how poor dental hygiene can lead to poor overall health

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Student Learning Outcomes Students will ( or will be able to): > > by >. Student Learning Outcomes Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,” The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Student Learning Outcomes: Examples Journalism: Write a news story in the proper inverted pyramid format. Machine Technology: Demonstrate basic shop safety and safe attitudes in all class activities. Graphic Arts: Create visual sketches of a variety of fundamental graphic imaging techniques.

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Student Learning Outcomes Learner-centered Specific Action oriented Cognitively appropriate for the program level Measurable Student Learning Outcomes Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,” The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Levels of the Cognitive Domain Evaluatio n Synthesis Analysis Application Comprehension Knowledge

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Levels of Cognitive Domain Remember or recall information Level 1: Knowledge Understanding information Level 2: Comprehension Use ideas, concepts, and actions to solve problems Level 3: Application Use critical thinking Level 4: Analysis Put together the parts to form something new Level 5: Synthesis Make judgments based on evidence or defined criteria Level 6: Evaluation Driscoll, A., & Wood, S. (2007) Developing Outcomes-Based Assessment for Learner-centered Education. Sterling, VA: Stylus.

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Verbs associated with each level of the cognitive domain: a s k, d e f i n e, d r a w, f i l l i n, i d e n t i f y, l a b e l, l i s t, l i s t e n, m a t c h, m e m o r i z e, n a m e, o b s e r v e, r e c a l l, r e c o r d, r e c i t e, r e p e a t, s e l e c t Level 1: Knowledge d e f e n d, d e s c r i b e, d i s c u s s, d i s t i n g u i s h, d o c u m e n t, e x p l a i n, e s t i m a t e, e x p r e s s, g e n e r a l i z e, i d e n t i f y, l o c a t e, p a r a p h r a s e, r e c o g n i z e, r e p o r t, r e s t a t e, r e v i e w, t e l l Level 2: Comprehensio n c h a n g e, c l a s s i f y, c o m p u t e, c o n s t r u c t, d r a m a t i z e, d r a w, d e m o n s t r a t e, e m p l o y, i l l u s t r a t e, i n t e r p r e t, m a n i p u l a t e, o p e r a t e, s e q u e n c e, s h o w, s o l v e, t e s t, t r a n s l a t e, u s e, w r i t e Level 3: Application a p p r a i s e, c a l c u l a t e, c a t e g o r i z e, c o n t r a s t, d e b a t e, d e f e n d, d i a g r a m s, d i f f e r e n t i a t e, d i s s e c t, d i s t i n g u i s h, e x p e r i m e n t, i n v e n t o r y, m a p, r e l a t e, s o l v e, s u b d i v i d e, s u r v e y, t e s t Level 4: Analysis appraise, compare, conclude, contract, criticize, decide, discriminate, justify, rate, recommend, select, state, summarize, support Level 5: Synthesis a s s e m b l e, c o m p o s e, c o n s t r u c t, c r e a t e, d e s i g n, f o r m u l a t e, h y p o t h e s i z e, i n v e n t, m a n a g e, o r g a n i z e, p l a n, p r e p a r e, p r o d u c e, p r o p o s e, s e t u p, s p e c u l a t e Level 6: Evaluation Driscoll, A., & Wood, S. (2007) Developing Outcomes-Based Assessment for Learner-centered Education. Sterling, VA: Stylus.

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Student Learning Outcomes Course Outcomes Realistic, measurable Relate to program outcomes Connect courses to one another systematically Build upon each other to create an integrated whole Program Outcomes Critical, broad Knowledge and skills develop over time in increasing sophistication Integrate skills and knowledge Describe what all students will be able to do at completion Pagano, N. “Defining and Assessing Program Outcomes,” The Higher Learning Commission Assessment Workshop, Lisle, IL. 22 July, 2010.

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Defining Student Learning Outcomes Initial question: What knowledge, skills, abilities, and dispositions should the ideal student (graduating from our program or completing this course) demonstrate?

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Defining Student Learning Outcomes: Starting points Gustavus mission statement and core values Departmental or Program mission statement Professional and Disciplinary Associations Colleges and Universities Community members (alumni, employers) Faculty Students

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Defining Student Learning Outcomes Activity “where all the students are above average”

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Defining Student Learning Outcomes Activity Learner-centered Specific Action oriented Cognitively appropriate for the program level Measurable Student Learning Outcomes Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,” The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Student Learning Outcomes

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu My department has clearly articulated learning outcomes at the program level. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu I clearly articulate learning outcomes in my courses (on my syllabus). 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu At the completion of this session, participants will: Define “student learning outcome”. Recognize student learning outcome statements. Translate knowledge, skills, abilities, and dispositions into student learning outcomes. Distinguish between student learning goal and student learning outcome. Justify the role of student learning outcomes throughout the institution. Formulate student learning outcomes for their program or courses.

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Evidence and Assessment of Student Learning

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Assessment Cycle (Spiral) Mission Identify outcomes Gather Evidence Interpret Evidence Implement Change adapted from Assessing for Learning (2004) by Peggy L. Maki

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Examples of Evidence of Student Learning Direct Performance-Based Assignments Projects Portfolios Papers Perceptions Exams and Tests Standardized exams Local exams Licensure exams Indirect Surveys National surveys Local surveys Program/dept surveys

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Accreditation and Student Learning Outcomes

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu The Higher Learning Commission Criteria for Accreditation Criterion One: Mission and Integrity Criterion Two: Preparing for the Future Criterion Three: Student Learning and Effective Teaching Criterion Four: Acquisition, Discovery, and Application of Knowledge Criterion Five: Engagement and Service SLIDE CATEGORY TITLE

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Criterion Three Statement: The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its institutional mission. Core Component 3a. The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible. The Higher Learning Commission Criteria for Accreditation Addressing Student Learning Outcomes

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu Student Learning Outcomes What do we want our students to learn? How do we know if our students are learning (what we want them to learn)? That’s what it’s all about!!

GUSTAVUS ADOLPHUS COLLEGEgustavus.edu STUDENT LEARNING OUTCOMES A little learning is a dangerous thing; Drink deep, or taste not the Pierian spring: There shallow draughts intoxicate the brain, And drinking largely sobers us again. Alexander Pope, An Essay on Criticism (1711)