1. Program Assessment: Student Learning Outcomes
Dale Pietrzak, Director of institutional research and assessment
Sara Mahuron, Accreditation and assessment analyst

2. Student Learning Outcomes Assessment
“Are we making a difference?”

3. Historical View
At the inception of the program assessment movement the role of “program evaluation” and “student learning” were not clearly differentiated.
Over time Student Learning Outcomes (Called Program Assessment at UI) separated into a distinct track.
Focuses on student learning in program specific areas. It is Student Work Product based.
The “program evaluation” process. separated into what is called EPR and Program Prioritization at UI.
External Program Review (EPR) -- holistic in focus
Program Prioritization – linked to the strategic plan

4. EPR vs. SLOs External Review Process (EPR)
Student learning outcomes (SLO) assessment
“informs future planning and further(s) the relationship between the University’s mission and goals and education programs”
“Aimed at building quality, delivering cost-effective programs, responding to needs and constraints, and thereby enhancing an institution’s fulfillment of its mission.”
“assesses student learning in general education and in the academic majors.”
“ensures that we continually improve the teaching and learning process and the programs that support that process.”

5. Accountability Demands: Focus here is on SLO Assessment
Yes, State Board of Education (SBOE) and the Northwest Association of Schools and Colleges (NWCCU) require it
Assessment will be a focus on our mid-cycle review in Spring 2018 – particularly using the results to improve instruction (documented)
Nationwide movement -- Increasing percentage of institutions assess student learning outcomes beyond grades
Not going away any time soon

6. Support for Greater Focus on SLO Assessment
Deficiencies in student learning outcomes assessment is the biggest shortfall in regional accreditor evaluations of institutions
The number of institutions receiving less than 7 years reaccreditation is increasing due to assessment-related shortfalls
Reporting requirements are expected to increase

7. “If [SLO] assessment is only a reporting tool, it is a failure
“If [SLO] assessment is only a reporting tool, it is a failure!” ~ Trudy Banta & Catherine Palomba, Assessment Essentials, p. 11

8. “The overriding purpose of outcomes assessment is to understand how educational programs are working and to determine whether they are contributing to student growth and development.” ~ Trudy Banta & Catherine Palomba, Assessment Essentials, p.9-10

9. Assessment for Improvement
More than a collection of data – must be purposeful collection
Focus is on student learning
Intentional teaching
Ensures collaborative and comprehensive curriculum across faculty that is void of unintentional gaps – holistic look at program
Requires dialogue among faculty and a shared vision
Assessment information must be used to improve learning!

10. Benefits Faculty & Administrators Too
Fosters academic introspection and personal growth as educators and administrators
Tells your story
Informs planning
Documents needs
Assists with grant writing
Improves academic program and its standing

11. Expectations
Faculty are the best to carry out assessment in their discipline
Assessment results are used solely to assess the program, not the faculty
Approach should be manageable and simple; should not interfere with the delivery of the education it is supposed to be improving
Collaboration and inclusion should be stressed during assessment initiatives
Faculty and staff are expected to use the results!

12. SLO Assessment Process at University of Idaho
Process is Annual!
September 15: Post findings and actions (areas for improvement) from past year’s assessment
October 1: Update/Create learning outcomes, tools and benchmarks for the current year
May: Complete assessment measures
Summer: Data Analysis, Reflection and Discussion

13. Closing the Loop
The mid-cycle review will focus on how we are using the data to improve teaching
August/September: Time to close the loop!

14. Student Learning Outcomes
Programs should have 5 that are aligned with and support the University Learning Outcomes:
Learn and Integrate
Think and Create
Communicate
Clarify Purpose and Perspective
Practice Citizenship
Should also align with standards in your field and be specific to what a graduate in the program needs to be competitive

15. Use action verbs that are appropriate for the level

16. Measuring Student Learning Outcomes (SLO)
Direct Measures
Indirect measures
Students’ work – can embed in course as an essay, presentation, project and use a rubric that assesses the SLO
Pre- and post-tests
Standardized tests
Must be included for assessment to be credible
GPA, student surveys, interviews
Opportunity for faculty to hear from their students

17. Assessment Template

18. Located on Institutional Research and Assessment Website

19. Expand “Assessment” and Choose “Posting Assessment Plan”

20. Assessment Template in VandalWeb

21. Log into VandalWeb

26. Resources
IRA website
Sara Mahuron, , (here to assist with program assessment and EPR)
Upcoming workshops on assessment
August 24 – similar presentation, feel free to bring other folks in your department who will be working on assessment
TBA – workshops on topics such as writing SLOs, rubrics, documenting assessment activities, etc.

27. Questions?

28. References
Banta, T.W. & Palomba, C.A. (2014). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass Pfeiffer.