Assessment 102 Developing Program Goals and Intended Learning Outcomes

Overview Topics for this Workshop ä Review of the Assessment Process ä Steps in the Process and Common Obstacles ä Assessment Goals and Objectives ä Rationale and Objectives ä Key Terms and Distinctions ä Sources & Origins: How and Where to Begin ä Types of Goals: Cognitive, Behavioral, Affective ä Writing Goals and Objectives ä Evaluating Your Goals and Objectives ä Sample Departmental Goals and Objectives

Review: The Assessment Process ä State the broad educational purposes and goals of your program ä State your more specific objectives and intended outcomes ä Select appropriate assessment methods and measures; establish target criteria ä Gather data using assessment methods & measures chosen ä Analyze and interpret findings; report to stakeholders ä Identify, implement changes to your educational program ä Revise assessment objectives, methods, measures, criteria as appropriate

Obstacles and Stumbling Blocks ä 3 Cardinal rules for those undertaking assessment and evaluation ä The tendency to focus on process rather than outcomes ä Assessment as an “add-on” ä Skepticism RE “new ideas” in higher ed. ä Disagreements among colleagues

Goals and Objectives: Rationale “If you don’t know where you’re going, you’ll probably end up somewhere else” Campbell, 1974

Goals and Objectives: Rationale ä Goal-Setting and Goal-Directedness as Markers of Successful Individuals and Organizations ä The Importance of Modeling Goal-Setting and Goal-Directedness for our Students ä The Central Role of Faculty in Articulating Program Goals and Objectives

Goals and Objectives: Rationale ä Why Goals and Objectives MUST Come First in the Assessment Process ä Why they Often Don’t ä Consequences

Goals and Objectives: Defined ä Goals ä Statements regarding general aims or purposes of education ä Broad, long-range intended outcomes ä Used primarily in policy-making, planning ä Objectives ä Brief, more specific statements describing the intended learning outcomes of a program ä Focus is on features students expected to exhibit

Objectives and Outcomes ä Objectives (continued) ä The intended consequences of instruction, curricula, programs, educational activities ä What students are expected to know, do, value ä Outcomes ä The actual or achieved results or consequences of instruction, curricula, programs, or activities

Writing Goals and Objectives: How to Develop Them and Where to Begin ä Open Discussions--your ideal students? ä What can they do, what do they know, what do they value (at various points in your program)? ä What achievements do you expect of graduates (career, lifestyle, citizenship, aesthetic appreciation)? ä What skills, knowledge, & values are necessary for entry level work or graduate study?

ä Collect & Review Documents Describing Your Program ä Brochures, catalogue descriptions, accreditation reports, general education reports, missions ä Review & React to External Input ä National organization, professional association, accrediting bodies, strong programs in field (especially any relevant assessment plans) Writing Goals and Objectives: How to Develop Them and Where to Begin

ä Collect and Review Instructional Materials ä Syllabi, course outlines, assignments, tests, textbooks (especially tables of contents, introductions, summaries) ä Use Goal Inventories or Other Tools

Types of Goals & Objectives ä Knowledge (Cognitive Outcomes) ä Skills (Behavioral Outcomes) ä Attitudes (Affective Outcomes)

Cognitive Objectives: What we expect students to know ä Knowledge ä (e.g.,define,describe, identify, list, match,recall) ä Comprehension (e.g., explain,paraphrase,summarize) ä Application (e.g., apply, relate, use in new situations) ä Analysis (e.g., compare/contrast, differentiate, analyze) ä Synthesis (e.g., compose, create, design, produce) ä Evaluation ä (e.g., assess, critique, defend, grade, judge, prioritize

Behavioral Objectives What we expect students to be able to do ä General Description ä Learned observable behaviors ä Contexts and Areas of Application ä Performing arts, professional programs, technical/trade programs, athletics, etc. ä Sample skills ä Oral & written communication; presentation; interpersonal problem-solving; managerial, laboratory, music/art performance skills

Affective Objectives What we expect students to value or believe ä Categories (Krathwohl et al. 1964) ä attitudes, beliefs, values, goals, expectations, interests, appreciation of…(person, object, goal, place) ä Potential Problems ä Can’t be measured directly, often inconsistent w/ behavior, disagreement over conceptual, operational definitions ä Benefits ä Status, development of values and beliefs

Writing Goals & Objectives NCTLA Model ä Assessable goals state… ä What is to be learned (knowledge,skills,values) ä What level of learning is expected ä c.f., Bloom’s or Krathwohl et al. Taxonomies ä In what context the learning is revealed ä Example ä Students will be able to apply logical and ethical principles to personal &social situations

Writing Goals & Objectives (Source: Assessment Workbook, Ball State U ) ä Essential Components ä Behavior--actions indicating objective achieved ä Object--identify focus of learning (knowledge, skill,etc) ä Optional Components ä Target Groups--subgroups (when objectives differ) ä Conditions--when, where behavior must be shown ä Performance Criteria--form of behavior, min. level ä Performance Stability--frequency, duration, stability ä Example ä After analyzing & interpreting info from public opinion polls, the graduating journalism major will be able to communicate results to at least 3 different audiences in written, oral, & graphic forms

Guidelines for Evaluating Objectives ä Number of objectives limited (3-5)? ä Refers to student behaviors? ä Clear, simple language; action verbs? ä Is outcome reasonable, achievable? ä Objective assessable by multiple methods? ä Objectives validated by colleagues? ä Assessing important outcomes? Troublesome ones? Results of new initiatives?

Sample Objectives and Intended Learning Outcomes ä Books (e.g., by Nichols, J.O. et al, Agathon Press) ä A practitioner’s handbook for institutional effectiveness and student outcomes implementation ä Assessment case studies: Common issues in implementation w various campus approaches to resolution ä The departmental guide and record book for student outcomes assessment and institutional effectiveness ä Internet ä ä Local ä g:\zurarm\assessment\sample.plans\

What’s Next: The Assessment Process Revisited ä State the broad educational purposes and goals of your program ä State your more specific objectives and intended outcomes ä Select appropriate assessment methods and measures; establish target criteria ä Gather data using assessment methods & measures chosen ä Analyze and interpret findings; report to stakeholders ä Identify, implement changes to your educational program ä Revise assessment objectives, methods, measures, criteria as appropriate

What’s Next: A More Specific Look at the Next Step ä Select Assessment Methods & Measures ä Criteria by which to select measures ä Strengths & weaknesses of various measures ä Matching objectives to measures ä Scheduling of, Responsibility for Assessment ä Establishing Target Criteria ä Level of performance desired? When is objective met? ä Do target criteria vary over time (Entry? Graduation?) ä What conditions necessary before objective can be met?

Concluding Remarks ä Goals & Objectives Needn’t Reflect Present ä can reflect hopes, future; serve as guide ä Not all Actual Outcomes are the Intended or Expected Ones ä side effects & surprises can be informative ä Any Progress is Better that Inertia or Regression ä don’t wait for “perfect” goals or objectives

Need Help? ä Books and Periodicals ä see references in this & previous workshop ä Internet Resources ä see url’s in this & previous workshop ä Local Resources ä Upcoming Workshops ä Assessment Newsletter, Brochures ä Assessment Committee Members