Evidence of Success: Assessing Student Learning Outcomes in International Education Dr. Darla K. Deardorff Association of International Education Administrators Duke University D.K. Deardorff, Duke University, 2012

D.K. Deardorff, Duke University, 2012 Overview Definitions, Context, Key Questions Framing Assessment: Logic Model Framing Global Human Resources Outcomes: Intercultural Competence Framework Implementing Assessment D.K. Deardorff, Duke University, 2012

D.K. Deardorff, Duke University, 2012 Definitions Assessment – information on and for student learning Evaluation – applied research, systematic investigation for program improvement Key: Defined criteria (objectives) Evaluation – about determining worth D.K. Deardorff, Duke University, 2012

D.K. Deardorff, Duke University, 2012 Levels Institution Program/Department Student Inputs (resources), Outputs (numbers), Outcomes at each level D.K. Deardorff, Duke University, 2012

Assessment-International Education Contexts “At Home” – curriculum, extra-curricular activities, community involvement/impact, domestic/internat’l student interaction, policy, financial/economic, campus climate Abroad (Cross-border) – involves cross-border delivery of education through exchange, distance and e-learning, branch campuses, partnerships, host community impact D.K. Deardorff, Duke University, 2012

D.K. Deardorff, Duke University, 2012 Key Questions What is the evidence of student success in international education? How will students know they have been successful in their learning? How will others know that our students are successful ? D.K. Deardorff, Duke University, 2012

D.K. Deardorff, Duke University, 2012 ASSESSMENT APPROACH PROGRAM LOGIC MODEL… …Program “road map:” 1) Where are you going? 2) How will you get there? 3) How will you know when you’ve arrived? D.K. Deardorff, Duke University, 2012

APPROACH Moving beyond OUTPUTS to OUTCOMES What are indicators of success in international education? What are meaningful outcomes (results) of internationalization efforts? Define outputs and outcomes D.K. Deardorff, Duke University, 2012

Activities/Components of Internationalization __________________________________________________________________________   INTERNATIONALIZATION at institutions of higher education Inputs/Resources needed for implementation of components of internationalization | Activities/Components of Internationalization (college leadership, faculty involvement, curriculum, study abroad, international students/scholars/faculty, international co-curricular units) Outputs of Internationalization (i.e., number of international students, number of study abroad programs, number of students studying foreign languages, etc.) Outcomes of Internationalization Intercultural competence – what is it? How do higher education administrators define it? intercultural experts? How can it be assessed? = Long-Term Impact of Internationalization _______________________________________________________________ General program logic model applied to internationalization. (Deardorff, 2004,) D.K. Deardorff, Duke University, 2012

Program Logic Model - Inputs WHAT is invested in the program Inputs include resources such as faculty, staff, money, time, partners D.K. Deardorff, Duke University, 2012

Program Logic Model - Activities What we DO Includes learning opportunities - training, curriculum, education abroad, etc. D.K. Deardorff, Duke University, 2012

Program Logic Model - Outputs WHO participates Includes numbers of international students, % of students studying abroad, number of international courses, etc. D.K. Deardorff, Duke University, 2012

Program Logic Model - OUTCOMES The meaningful RESULTS of what we do Provides the meaning behind the outputs (numbers) D.K. Deardorff, Duke University, 2012

Program Logic Model - Impact What are the long-term RESULTS? Includes decisions, policy changes, impact on conditions (human, economic, civic, etc) D.K. Deardorff, Duke University, 2012

D.K. Deardorff, Duke University, 2012 Framing Assessment Inputs Activities Outputs Outcomes Impact D.K. Deardorff, Duke University, 2012

D.K. Deardorff, Duke University, 2012 ASSESSING OUTCOMES Starting point (Alignment is key! ): Mission Statement into Goals Measurable Objectives D.K. Deardorff, Duke University, 2012

Framing Global Human Resources Outcomes Defining intercultural competence…. Knowledge, Skills, Attitudes Internal and External Outcomes (see Deardorff, 2006, 2009 – Deardorff ICC Framework handout) D.K. Deardorff, Duke University, 2012

Example: Global Learning Goal Goal: Develop interculturally competent students Outcome: Students will state 3 different cultural perspectives which can give alternative solutions to the given situation/problem Well defined, specific measurable objectives, aligned and integrated assessment measures D.K. Deardorff, Duke University, 2012

EAIE 2009- Deardorff presentation Where to go from here… Articulate and define your goals and outcomes Prioritize the key goals/outcomes Determine methods based on prioritized goals/outcomes EAIE 2009- Deardorff presentation

D.K. Deardorff, Duke University, 2012 Assessment Methods Methods determined by clearly articulated assessment questions Include: DIRECT METHODS INDIRECT METHODS = COMBINATION OF QUANTITATIVE AND QUALITATIVE METHODS D.K. Deardorff, Duke University, 2012

D.K. Deardorff, Duke University, 2012 DIRECT METHODS =Demonstration of student learning (authentic assessment) Embedded course assessment Portfolios Performance Testing Papers/projects Capstone D.K. Deardorff, Duke University, 2012

INDIRECT METHODS =Perception of student learning Surveys (inc. self-assessments) Interviews Focus groups Curriculum/transcript analysis Documented data D.K. Deardorff, Duke University, 2012

Implementing Assessment 1) Assessing Institutional Context & Resources 2) Putting together an Assessment Team 3) Developing an Assessment Plan 4) Garnering Support for the Assessment Plan 5) Implementing the Plan D.K. Deardorff, Duke University, 2012

Assessment Process/Cycle Define outcomes (based on mission/goals) and establish measurable criteria Identify appropriate assessment methods Collect data Analyze data Use data – design and apply changes Communicate data Evaluate the assessment process D.K. Deardorff, Duke University, 2012

Using Assessment Results Improving student teaching & learning Curriculum/program improvement Inform decision-making Secure resources Accountability Advocacy Academic legitimacy/faculty support D.K. Deardorff, Duke University, 2012

Assessment – Lessons Learned Collaborate - Put together Assessment Team Adapt - Build on what you have Measure – what is valued (align!) Plan - Develop assessment plan Use – use what you assess Support – from leadership, stakeholders Deardorff, 2008 D.K. Deardorff, Duke University, 2012

D.K. Deardorff, Duke University, 2012 Final thought “….assessment efforts should not be concerned about valuing what can be measured but, instead, about measuring that which is valued.” (Banta, et al, 1996) D.K. Deardorff, Duke University, 2012

D.K. Deardorff, Duke University, 2012 Thank you…. …. Domo Arigato! D.K. Deardorff, Duke University, 2012

For further information…. Bolin, M. C. (2007). A Guide to Outcomes Assessment in Education Abroad. Forum on Education Abroad. Deardorff, DK (2006) Identification and Assessment of Intercultural Competence in Journal of Studies in International Education (Fall 2006). Deardorff, DK (2007). Principles of International Education Assessment in IIENetworker (Spring 2007). Deardorff, DK (2009). The SAGE Handbook of Intercultural Competence, (Sage). Green, M.F., Luu, D. & Burris, B. (2008). Mapping Internationalization on US Campuses: 2008 Edition. Washington DC: ACE. For additional articles on these topics, please contact Darla K. Deardorff at d.deardorff@duke.edu …. … D.K. Deardorff, Duke University, 2012