Assessing Students Learning Outcomes Senia Terzieva 2 -8 March 2015 SEMEY

Assessment and Evaluation - expectations for achieving quality of education Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done. The institution demonstrates that each course for which academic credit is awarded establishes and evaluates program and learning outcomes. 2 -8 March 2015 SEMEY

What is the Difference between Assessment & Evaluation? Assessment in education is specific process for: • Establishing a clear, measurable expected outcomes of student learning • Ensuring students have sufficient opportunities to achieve these outcomes • Systemically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations • Using the resulting information to understand and improve student learning • Focuses solely on the process and outcomes of learning

What is the Difference between Assessment & Evaluation? Evaluation in education is: Using assessment information to make informed judgment on learning outcomes, and change pedagogical strategies if it not effective Determining the match between intended outcomes and actual outcomes Investigating and judging quality of program, project, or other subject maters than student learning 2 -8 March 2015 SEMEY

The value of Assessing Student Learning Outcomes Academic and faculty management, based on feedback - provide feedback to the faculty about how well they are meeting their program goals; not an administrative tool for making decisions regarding program cuts. Added benefit: Assessment results provide objective information that can be used in program review or budget planning to document the need for additional resources necessary to improve student learning. Documenting how teaching staff used results from assessment to make program improvements . 2 -8 March 2015 SEMEY

Why is assessment of student learning important? There are two reasons for massessment student learning. opportunities for the academic community to engage in self-reflection of its learning goals, to determine the degree to which these goals correspond to student and societal needs, and to evaluate if students’ activities, products, or performances coincide with the academic community’s expectations; offers information to students about the knowledge, skills, and other attributes they can expect to possess after successfully completing coursework and academic programs. establishes ways for academic units to understand the dimensions of student learning when seeking to improve student achievement and the educational process. 2 -8 March 2015 SEMEY

Emphasis on documenting the way that we evaluate Outcomes of Educational Importance for institution: Identifies expected outcomes for its educational programs and its administrative and educational support services; Assesses whether it achieves these outcomes; and Provides evidence of improvement based on analysis of those results. 2 -8 March 2015 SEMEY

Student Learning Outcomes (SLO) Assessment Differs from.. Program review process – focuses primarily on measuring program inputs (quality of entering students, faculty resources, etc.) and outcomes that are important to other areas of the mission but not directly related to student learning (e.g., research productivity) Academic staff evaluations – End-of-Course measurement student perceptions about individual teaching behaviors, not actual learning. Individual student evaluations – assessment for program improvement purposes is based on aggregated student performance data; not intended to give feedback to student. 2 -8 March 2015 SEMEY

The assessment system accomplish mission and strategic goals at the University Education For Example: 'topic objectives' - relating to each particular topic within the course, and 'course objectives' - where the student may need to synthesize ideas from several topics and perhaps demonstrate more developed skills or attitudes than could have been expected earlier.

The Process of Assessing SLO The assessment is a permanent, on-going process, not just an periodic measurement of student achievements. The process must provide documentation on assessment activities from every program …. For measuring learning outcomes already we have to use as much as possible: Standards/requirements of academic objectives, professional associations and accrediting bodies or governance Local/specific methods of assessing learning 2 -8 March 2015 SEMEY

Assessing SLO Focus is on assessing what are students are able to: Know (cognitive), Think (attitudinal) Do (behavioral) as a result of the educational program. Purpose: To obtain information that can be used by program faculty to answer the following questions: Are our students learning what we think is important? Are they learning what they need to succeed in this field or profession? Are we improving in our ability to help students learn? Should our curriculum or teaching strategies be modified? Are there other techniques or additional resources that would help our students learn more effectively? 2 -8 March 2015 SEMEY

Steps in Student Learning Outcomes Assessment Define intended educational outcomes Identify methods of measuring outcomes: Where in the curriculum or program would we expect that learning to occur ? When and how data are collected Prepare and provide assessments procedures Review results and use to make decisions regarding program improvement Repeat assessments in subsequent cycles to make improvements, change, trends, relevancy 2 -8 March 2015 SEMEY

How to Choose an Assessment Method? Think about what meeting the outcome looks like - describe the result of the outcome by using active verbs - This helps articulate the criteria for identifying when the outcome has been met Describe how your program is delivering the outcome - There may be activities in the delivery of the outcome that help you determine how to еvaluate it 2 -8 March 2015 SEMEY

Measuring Student Learning Outcomes Category learning outcomes Student Learning Outcome: Students will be able to... Knowledge define, describe, demonstrate, and explain knowledge within a field of study. Skills apply, use, perform, exhibit, and demonstrate skills required of a particular career or field of endeavor. Creativity plan, design, develop, seek, find, synthesize, and create solutions, strategies, documents, and products. Intellect exhibit the capacity for independent thought and critical thinking. Communication communicate effectively through writing, speaking, performing, exhibiting, or other forms of expression. Analysis acquire, interpret, analyze, assess, and evaluate information. 2 -8 March 2015 SEMEY

Questions for choosing an instrument What outcome(s) are you measuring? What criteria will determine if the outcome is met? Who is being assessed? (How often do I have access to them? Do I know them?) What is my budget – time, sources? What is my timeline? What type of data is most meaningful to me: direct/indirect and qualitative/quantitative? Who will analyze the data and how? Who needs to see this data – student, administration, academic council …? How easily can I use this method into my teaching? (every day, week, semester) Who needs to make decisions with this data? How will I document the evidence and the decisions made from that evidence?

Helpful Reminders Clearly communicate assessment expectations Write every program and learning outcome down but…do not assess every outcome every semester. Do you want to start with workshop outcomes and build program outcomes from those? 2 -8 March 2015 SEMEY

Student Learning Outcome Assessment Techniques Direct Indirect Standardized tests Performance on licensure or professional exams Essays Exhibits Performances Course assignments Portfolios of work samples Authentic assessments Job placement rates Student surveys Graduates satisfaction Focus groups Interviews 2 -8 March 2015 SEMEY

Chemical Analysis of Environment - example Credit: ??? ECTS Description: This module covers the operating principles of a range of techniques that are used in the chemical analysis of environmental samples; hands-on experience is provided in laboratory practicals. Topics include: units of measurement, classical methods of analysis (e.g. titration), electrometric methods (conductimetry, potentiometry), optical methods (colorimetry, atomic spectroscopy), and chromatography (ion chromatography, gas-liquid chromatography, high performance liquid chromatography), assessment of method performance, quality control and quality assurance. Visits to laboratories in other institutions are included. Learning Outcomes On successful completion of this module students will be able to: Explain the principles and practice of a range chemical analytical techniques Select appropriate procedures for the chemical analysis of environmental substrates (surface waters, waste waters, sediments and biological samples) Carry out a range of chemical analysis procedures in the laboratory Present and interpret results of chemical analyses of environmental substrates Assessment: Written report (50%), short reports (25%), exam (25%).

Defining objectives requires faculty and others to reflect on the questions below: How can the learning goals be stated as an activity, product, or performance that can be measured? What will students know, understand, and be able to do when they complete studies within this academic unit? Will the specified learning objectives provide direction for educational activities in the unit and inform students about the expectations of the faculty? 2 -8 March 2015 SEMEY

Possible Assessment Tools Quiz /test/ Journal /summary/ Case Study Observation and lab work - performance and report Peer Evaluation with criteria or rubric Essay /not necessary/ Professional Evaluation with criteria or rubric 2 -8 March 2015 SEMEY

Lab work Use the scientific method for laboratory exercises and scientific reports. Use modern college-level laboratory equipment Participate actively in learning Write effective documents that are audience specific use correct scientific terminology Work effectively as members or leaders of a team to accomplish an objective. Apply scientific principles and critical thinking to current societal issues. 2 -8 March 2015 SEMEY

Portfolio as assessment instrument Each student have to write a paper for inclusion in the Portfolio, which explains the process that was used in selecting each particular document The focus of the portfolio is to provide evidences that student be able to: Select and organize information about own activities .  Identify assumptions and underlying relationships.  Synthesize information, and draw reasoned inferences.  Formulate an appropriate problem solving strategy.  Evaluate the feasibility of the strategy. 2 -8 March 2015 SEMEY

Students portfolio The student have to explain what score he or she believes should be assigned for each item included in the Environmental Science Portfolio; The paper will include reflection on what the student views his or her particular achievements throughout the program and portfolio process to be, as well as what the student perceives his or her strengths and weaknesses to be. This portfolio will be graded using a topics or rubric which will be developed during the course 2 -8 March 2015 SEMEY

Essay assessment compare contrast define describe (or list) Essay is a specific method to measurement the SLO. In teaching practice could be used examination questions to facilitate its application. Essay questions normally contain an 'operative' word, such as: compare contrast argue (or justify) critically examine evaluate define describe (or list) explain (or account for) analyse assess 2 -8 March 2015 SEMEY

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