1. Advanced Program Learning Assessment
Ed Morgan , or
Workshop 2: This hands-on workshop is intended for departments and programs that already have an assessment plan in place, but would like assistance in these of other areas of concern:
Strategizing their approach to assessing particular learning outcomes,
Designing a new assessment tool,
Interpreting evidence, or
Developing a cyclical assessment plan.
Chairs attending Workshop 2 should come prepared to identify and discuss teaching, learning and assessment concerns within their department/program as well as the assessment plan components already in place
Ed Morgan,
Associate Director, Center for the Enhancement of Learning and Teaching, Tufts University

2. Steps to a Sustainable Assessment Plan
Goals for learning in the degree program
Measurable Learning Objectives (Competencies, Intended Outcomes, etc.)
Student work, opinions, observations, that are Aligned and that Measure
For the student journey, a Curriculum Map
Gather together to assess, review results, and reflect Individually, to celebrate or make adjustments

3. Within this program of studies…
What do you most want to know about student progress through your program…
Do students feel the progression through the levels of courses is smooth? Do lower-level courses prepare them well for upper levels, in terms of complexity and skills?
The responses you submitted are very engaging,

4. Are there populations of students who are particularly well-served or ill-served by our current [General Education] curriculum?
And could we use evidence of student achievement to document struggles that students have, and then to inform adjustments to the curriculum, learning activities, teaching approach, etc.

5. What if faculty have not been able to agree upon the definitions of productivity, in a doctoral program?
Move the conversation away from productivity, and onto learning objectives. Start with this question: What do we want students to know, be able to do, or care about, as they proceed through this program?
Then also this question: What do you most want to know about student progress through your program? Can you identify evidence that students are learning the knowledge, skills and attitudes they need to be productive?

6. Goals for the degree program
In five years, you talk with a student at the airport... What do you want that student to know, be able to do, or care about?
To know is for knowledge (cognitive),
To do is for Skills (Behavioral), and
Cares (Affective) are for attitude, or emotion

7. Measurable Learning Objectives
Measurable = Action / behavioral verbs E.g. Write, compare and contrast, apply, produce
The key to measuring learning is to make it visible, and thus using the words understand, know, appreciate, (etc.), are thought processes, and not at all visible. So we avoid them in learning objectives. Instead use action or behavior verbs. See the “Sherfield and Moody Classification” document (handout) to select accurate and more fun words!
Handout: Criteria to evaluate Learning Objectives…

8. Measureable Objectives?
Will articulate their assumptions about students.
Will write a lesson plan.
Test the effectiveness of written LO’s using a set of criteria.
Write effective LO’s for assignment
(Will be able to) write a lesson plan.
(Will be able to) articulate their assumptions about students.
Teacher education program.
Handout: Criteria to Evaluate… (Like your booklet from the National Resource Center for the First year Experience)

9. Value of Curriculum Map
Identify useful evidence in assignments
Highlight the gaps and redundancies in teaching and learning within the curriculum,
Plan for purposefully increasing the level and quality of student knowledge, skills and cares,
Reveal the homogeneity or diversity of Assessment forms among classes
This is about the student journey.
Evidence aligned, but with clear criteria
Duplication can be purposeful, or boring
Measured, documented growth and development of skills 
Variety of assessments to produce graduates with critical thinking skills that can be applied in communities and professions, 

10. Useful to quickly see student progress along each learning objective/intended outcome

11. CH 100/Introduction to Community Health CH 200/Health Care in America
Courses
CH 100/Introduction to Community Health
CH 200/Health Care in America
CH 300/CH Research Methods
Learning Outcomes
Students can understand how multiple disciplines bring unique perspectives to cross-cutting questions of health and societies.
8-10 page paper responding to prompt.
Students can explain and assess social and behavioral interventions to improve the health of populations.
Multiple choice quizzes
Here you can see more clearly how each course assignment moves students along.

12. Who has an external accreditor?
Usefulness of this chart: Directly document the relationship between the AVMA (external accreditor) Learning Outcomes, the DVM Curriculum’s learning activities, and assessments of student knowledge, skills and values.
This is also useful for General Education objective alignment with course assignments.
NOW, Opposite learning objectives are student work assignments

13. Signature Assignments
If the learning objective is measurable…
then, this assignment provides the measure, if
you use explicit & public evaluation criteria
Here I focus on the aligned measurement aspect (Materials from your Center for Teaching and Learning)

14. Evaluation Criteria Are based on learning objectives
Describe the quality of student work achievements
Enable the teacher to make reliable judgments about student work
Allow students to self-assess

15. Evaluation Criteria (Rubrics)
Provide equity to all students through clarity
Can be an equalizer with students with different preparation levels
Provides consistency across grading
A tool for student learning – how?
A tool for teacher reflection – how?
Criteria are how assignments become direct evidence, objective evidence, useful for adjustments,
How to develop:
Graphic arts teacher: >10 years, comments provided to students,
Copy and crap detector
Purpose is to provide useful feedback to students

16. Collecting & Analyzing
Collect Data
Direct: Student work assignments
Indirect: Observation notes
Indirect: Survey data
Analyze Data
Evaluation Criteria
Identify meaningful themes
Qualitative themes or quantitative measures
Fashion Design, zippers,

17. Results to Celebrate or Adjust
Interpret results
Discuss findings
Plan changes