1. Can we Talk? Program Assessment as Learning
3/7/17
Can we Talk? Program Assessment as Learning
Glen Rogers
Director of Academic Assessment
University of the Pacific
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

2. What are our Learning Principles?
Experiential Learning

3. What are program learning outcome statements?
“Graduating students will be able to… your outcome statement”
Describe what students can do with what they know
Represent what will be taught and assessed (opportunity to learn)
Use student-friendly language and are integrative
Have a short title for wider dissemination

4. How integrated are program learning outcomes into courses across the curriculum? Do students…
Know what they are? (Can name them and can explain them)
Have systematic opportunities to learn them?
Link what they are learning in the courses to the program outcomes?
Use their understanding of the program outcomes to complete assignments?
Use them to envision how what they are learning will enable them to excel as performers after they graduate from UOP?

5. Conceptual Resources For Creating Program Learning Outcome Statements
Collegiate Disciplinary/Field Expectations
What is taught and assessed in the curriculum
Faculty vision of post-college student contributions
Other Institutions
Further formal education (faculty as keepers of the flame)
Workplace Settings
Employer expectations
Competency models
Citizenship
Education for democracy
AAC&U
Accreditation
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

6. Bloom’s Cognitive Learning Taxonomy

7. Writing Program Learning Outcome Statements that Communicate to Students
Use action verb (People find Bloom Useful)
To say what they will do with what they know
Composing/Arranging. Integrate theoretical understanding of harmony, melody, form, structure, and chord/scale relationships with performance and fluency in the jazz language.
(Jazz Studies)

8. Writing Program Learning Outcome Statements that Communicate to Students
Use action verb (People find Bloom Useful)
To say what they will do with what they know
And in what setting they will do it
With whom or for whom
Knowledge. Create original compositions and develop experience arranging original and standard literature for small groups and big bands.
(Jazz Studies)

9. Course Qualities to Map in Matrix
Quality of Experience and time Allotted
Qualities of Assessment
Presence of Feedback (and Self-assess)
Developmental Level
Descriptive title for what students do in the assessment (with learning context)
I = Introduced
Brief structured assignments with entry conceptual complexity
Detailed, explicit rubric on particular aspect of outcome
Feedback on discrete aspects of outcome
D = Developed or reinforced
At least an aspect of contextual complexity engaged
Perform more independently, in new and multiple contexts
M = Mastered
Extended time and discretion, with integral complexity
Integrative and cumulative
Self-assessment with Interactive feedback