Winning Strategies for Assessing Student Learning Institutional Planning, Assessment, Research, and Testing (IPART) January 23, 2008

What is Assessment? PLAN: Develop clear learning outcomes DO: Offer courses, programs, or learning experiences CHECK: Assess achievement ACT: Use results ASSESSMENT

Why Do We Assess? Outstanding communications tool Required by DoE, Middle States, and discipline-specific accrediting bodies. When we claim our graduates can “think critically” or “communicate effectively”, do we have evidence that they can? Did my students understand what I just taught them? How do I know?

Guiding Principles At AUC Institutional Commitment Primacy of Student Learning Outcomes Community “Ownership” Multiple assessment measures Confidentiality A Secure Environment Resources to Support Assessment Open Access to Information Simplicity

Start With A Mission Mission statement/Course description/Course objective Should relate to the mission of the program.

Next: State Learning Outcomes What will my students know? What will they understand? What are the [4] “walk away” things you want students to be able to know and do when they leave your course? Student focused rather than instructor focused. Students will (action verb) (knowledge, skills, values)  “Students will be able to…” “Students will demonstrate…” Huba, M.E. & Freed J. (2000). Learner Centered Assessment on College Campuses. Boston: Allyn & Bacon.

Learning Outcomes Reflect the university and program missions. Align with program goals. Focus on important, non-trivial aspects of learning. General enough to capture important learning but clear and specific enough to be measurable. Limited in number: 3-5 ideal. Huba, M.E. & Freed J. (2000). Learner Centered Assessment on College Campuses. Boston: Allyn & Bacon.

Exercise: Teaching Goals Inventory Break into groups of three. Each group member complete teaching goals inventory. You have 10 mins.

University Learning Outcomes Professional Skills Advanced Communication Skills Critical Thinking Cultural Competence Effective Citizenship

Samples of Learning Outcomes Students will demonstrate the ability to make appropriate inferences and deductions from biological information. Students will present original interpretations of literary works in the context of existing research on these works. Students will use voice, movement, and understanding of dramatic character and situation to affect an audience. Students will be able to explain the impact of the Korean War on US-Far East relations today. Suskie, L. (2004). Assessing Student Learning: A Common Sense Guide. Bolton, MA: Anker Publishing.

Samples of Learning Outcomes Too vague: Students will demonstrate information literacy skills. Too specific: Students will be able to use institutional online services to retrieve information. Better: Students will locate information and evaluate it critically for its validity and appropriateness. Suskie, L. (2004). Assessing Student Learning: A Common Sense Guide. Bolton, MA: Anker Publishing.

Samples of Learning Outcomes Focus on higher order thinking skills rather than memorization of facts or simple conceptual understanding.  Students will be able to identify grammatical forms (past participles, etc.)… Better: Students will be able to write and speak grammatically.  Students will be able to recall important historical dates… Better: Students will be able to place historical events within a social and political context, to draw meaningful comparisons between events, and to analyze current events within a historical framework. Middle States Commission on Higher Education (2003). Student Learning Assessment: Options and Resources. Philadelphia: MSCHE.

Exercise: Writing Effective Learning Outcomes In your groups of three:  Using results of teaching goals inventory, each group member will write a list of three learning outcomes for a class he/she teaches.  Share the goals with the group.  Review: Do they use “action” verbs? Stated in terms of outcomes – what students will know/do after completing the course? Avoid “fuzzy” words? Are measurable?  Each group will present one set of course learning goals.

Share Learning Goals With Students Listed on course syllabus, so they understand:  Why is it important to take this course?  What are the important things they will learn in this class?  What is expected of them?  How will this course help prepare them for career and life?  How does this course relate to other courses in program? Suskie, L. (2004). Assessing Student Learning: A Common Sense Guide. Bolton, MA: Anker Publishing.

How Will You Assess Progress? Assessment Methods  Direct Methods Pre- and post-tests Exam questions and quizzes H/W assignments Projects, term papers and reports Case study analysis Artistic performances and products Portfolios Classroom assessment techniques (CATs)  Criteria for scoring should be explicit (rubrics) Middle States Commission on Higher Education (2003). Student Learning Assessment: Options and Resources. Philadelphia: MSCHE.

How Will You Assess Progress? Assessment Methods  Indirect Methods Mid-term and course evaluations (with questions about learning) Test blueprints (outlines of concepts and skills covered on tests) No. of student hours spent on service learning, activities, etc. Grades not based on scoring criteria Exit interviews/surveys Middle States Commission on Higher Education (2003). Student Learning Assessment: Options and Resources. Philadelphia: MSCHE.

Course-Embedded Assessment – Best Practice Authentic – address ill-defined problems or issues. Engaging – provoke student interest and persistence. Challenging – encourage student learning. Valid – yield useful information Responsive – provide feedback to students. Huba, M.E. & Freed J. (2000). Learner Centered Assessment on College Campuses. Boston: Allyn & Bacon.

How Will You Assess Progress? Targets/Benchmarks  “Departmental review of portfolios shows that 75% of students score in the top two categories of the scoring guideline.”  “At least 80% of final presentations are rated as good or better.

Assessment, Teaching, and Learning Students learn most effectively when:  They have opportunities to revise their work Multiple drafts and critiques, peer review They understand course and program goals  Need framework  They (and you) reflect on what and how they have learned  Assignments and assessments relevant to course goals are connected to learning activities and focus on most important goals. Middle States Commission on Higher Education (2003). Student Learning Assessment: Options and Resources. Philadelphia: MSCHE.

Assessment, Teaching, and Learning Students learn most effectively when:  They understand the characteristics of excellent work. Test blueprints; rubrics; instructive comments, even on m/c exams (guidance on which types of questions are causing difficulty)  Their learning styles are accommodated. Diversify presentation, lectures, and types of learning experiences. Middle States Commission on Higher Education (2003). Student Learning Assessment: Options and Resources. Philadelphia: MSCHE.

First and Foremost: Assessment is a tool for you to use:  To improve communication with students  To gain insight into what works and what doesn’t  To help you understand where change is needed  To ensure that your students are really learning what they need to learn.

Institutional Support IPART: C/ipart/ C/ipart/  Assessment at AUC Assessment at AUC  Assessment News Assessment News  Assessment Plans and Reports Assessment Plans and Reports  How to Assess How to Assess  Workshops and Events Workshops and Events  Additional Resources Additional Resources  Glossary Glossary Center for Learning and Teaching Training and Development Center Teaching Enhancement Grants

Thank You! Photos and clip art courtesy of Microsoft Office.