Assessment Plan Workshop Series Part 2: Writing Program-Level Student Learning Outcomes and Determining Measures September 24, 2015 Drs. Summer DeProw and Topeka Small

Workshop Agenda Quick Review (5 mins) Peer Review and Research (20-30 mins) Group Discussion (5-10 mins) Next step: The Curriculum Map (10-20) mins

What is a student learning outcome? Learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience (Suskie, 2009). A statement that defines what a student should know or be able to do when he/she leaves a given course, degree program, etc. Best practices suggest that 4-7 program-level student learning outcomes is sufficient for a program. HOW MANY FOR A COURSE? Focus on the most important “take-aways” of the course/program/learning experience.

Parts of a student learning outcome Introductory phrase Action verb (driven by Blooms taxonomy) Explicitly stated and observable skills and/or knowledge Exs. Students will understand the learning patterns of middle-school students. Students will be able to explain the scientific method. Students will be able to analyze intended and unintended effects of policies in higher education. Let’s write one together.

Determining Measures An assessment measure is a tool used to quantify or measure if a student has acquired the intended learning outcome. Examples include: exams, projects, presentations, major field tests, observations, evaluation forms, rubrics, etc. Assessment measures can be determined based upon the action verb used in the corresponding outcome. For example, if an outcome says a student should be able to explain a concept, then short answer questions or essay questions could be employed as a measure because both lend themselves to explanations. Direct versus indirect measures

Do’s and Don’ts when crafting outcomes and measures Do’s Define expectations/outcomes explicitly. Focus on the appropriate level of Bloom’s taxonomy. Don’t be afraid to use multiple measures to assess learning-direct and indirect measures. Write strong rubrics. Do make sure that program-level student learning outcomes are shared and discussed with all who teach in the program. Peer Review and Research, and Discussion Don’ts Don’t create too many or too few outcomes. Don’t use several action verbs in an outcome. Ultimately the learning you are trying to measure can probably be articulated in the action verb that represents the highest order of thinking. Don’t choose too many measures for an outcome; only choose as many as you have opportunity and resources to analyze. Don’t choose a measure that does not “get at” the intended student learning outcome.

Next Step: The Curriculum Map What is it Who needs it What’s a few of its many functions How to create it Example

Homework Complete at least one curriculum map for any degree program in your discipline or prefilled curriculum maps Next session (10/8), more on curriculum mapping. Thank you! Any questions? Thank you! Any questions?