1 Learning Outcomes Assessment: An Overview of the Process at Texas State Beth Wuest Director, Academic Development and Assessment Lisa Garza Director, University Planning and Assessment February 25, 2009

2 Workshop Goals Participants will learn about: The value of student learning outcomes assessment Procedures for the outcomes assessment process at Texas State How to identify and describe the program mission, outcomes, methods of assessment, results, action plans, and evidence of improvement How to use tools for reporting outcomes assessment (demo)

Value of Student Learning Outcomes Assessment “Just as diagnosis without treatment is not very helpful to a sick patient, assessment without analysis and action can do little for an institution.” -- Braskamp,

We have always assessed student learning outcomes. What is different about this process is that we are looking for evidence of whether our students are learning what we want them to learn as an element of program assessment and improvement. 4

In higher education, the term assessment traditionally has two components:  gathering information in a prescribed manner (i.e., measurement) and  interpreting that information to make decisions about policy, curriculum, instruction, or assessment practices (i.e., evaluation). 5

6 Linkages to Other University Assessment Academic Program Review College and University strategic planning Program and University accreditations

7 Why are Student Learning Outcomes So Important? basis for program improvement  instruction, course design, curricular design communicate instructional intent increase awareness of learning (for students) common language advising materials promotional materials support accreditation

SACS Standard The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: Educational programs, to include student learning outcomes Administrative support services Educational support services Research within its educational mission, if appropriate Community/public service within its educational mission, if appropriate 8

Procedures for Outcomes Assessment Process at Texas State Focus on Student Learning Faculty driven process  Input regarding outcomes by faculty  Assessment by faculty  Discussion of results and actions that need to be taken by faculty  Adjustments in program delivery by faculty 9

Procedures for Outcomes Assessment Includes description of mission, outcomes, methods of assessment, results, action plans, and evidence of improvement Submitted electronically Approved by chairs and deans Formally reviewed by associate deans Conducted on annual basis (academic year) 10

Timeline for Outcomes Assessment In the fall of each academic year  all academic programs revise and submit their program mission statement, 5 to 8 learning outcomes, and two methods of assessment for each outcome In the spring of each academic year  all academic programs submit their results, action plans, and evidence of improvement 11

Identifying and Describing Outcomes Assessment Mission Student learning outcomes Methods of assessment Results Action Plans Evidence of Improvement 12

mission Convey the specific intent of the program Define the core purpose of the program 13

14 student learning outcomes Describe specific behaviors that a student of the program should demonstrate upon completion of the program Focus on the intended abilities, knowledge, values, and attitudes of the student Include measureable development of cognitive, psychomotor and affective skills pertinent to the program Provide insight for program improvement

15 methods provide an objective, effective, efficient, and controllable means of verifying the achievement of student outcomes predominately focus on direct assessments indicate who will be assessed; how you will assess each of your outcomes; when and where you will assess each outcome; what specific learning will be assessed; and the target you expect to achieve provide multiple (at least two) ways to assess each outcome

results Reflect upon and discuss findings from corresponding method Based on reliable and valid data collection Indicate level of achievement of performance target Provide indicators for improvement More than reporting grades 16

action plans Based on reported findings/results Are feasible Should lead to continuous improvement in student learning Enhance effectiveness of the program Provide for efficient use of resources 17

evidence of improvement Founded in the results Focus on improvement in student learning 18

Using Tools for Reporting Outcomes Assessment Website for Outcomes Assessment  On-line Instructions  Data entry  Approvals  Reports 19

20 Re-Cap of Process Step 1: Define program mission Step 2: Define program goals Step 3: Define student learning outcomes Step 4: Inventory existing and needed assessment methods Step 5: Identify assessment methods for each learning outcome

21 Step 6: Deliver program Step 7: Gather data as indicated in methods Step 8: Draft results Step 9: Discuss possible action plans Step 10: Note areas of improvement in student learning

Closing the Loop Identify/Revise Outcomes Select/Revise Methods of Assessment Develop/Revise Curriculum and Instruction Assess Student Learning results & evidence of improvement Create & Implement Action Plan Define/Revise Mission & Goals

23 Challenges and Pitfalls one size does not fit all — some methods work well for one program but not others do not try to do the perfect assessment all at once — take a continuous improvement approach allow for ongoing feedback and discussion concentrate on learning that is most important and where you have control

24 questions and comments

Resources Academic Outcomes Assessment  outcomes/default.aspx outcomes/default.aspx Administrative Outcomes Assessment  tiveoutcomes/ tiveoutcomes/ Presentations 

Contacts Beth Wuest, Director  Academic Development and Assessment  150 J.C. Kellam Lisa Garza, Director  University Planning and Assessment  1084 J.C. Kellam