1. Assessing Course Outcomes
Module (4)
Assessing Course Outcomes

2. How Assessment Works
ASSESSMENT IS AN ITERATIVE FEEDBACK PROCESS FOR CONTINUAL PROGRAM IMPROVEMENT, BASED ON THE MODEL SHOWN BELOW.
STEP ONE is to define intended program learning objectives: specifically, what do we want our graduates to know and actually to be able to do?
STEP TWO is to define measurable outcomes that will serve as evidence of how well each objective has been met, and then actually to measure them. Because this step requires explicit articulation of program success criteria, it often has the added benefit of clarifying faulty assumptions.
STEP THREE is to compare actual observed outcomes to intended program objectives: how well did we meet our objectives in general, and our student learning objectives in particular?
STEP FOUR
Finally, in, based on how well or how poorly achieved outcomes compare to intended outcomes, elements of the program (including assessment elements) are redesigned as appropriate, and a new assessment cycle begins.

3. COGNITIVE, PSYCHOMOTOR
Classification of
Knowledge Domains:
COGNITIVE, PSYCHOMOTOR
AND AFFECTIVE

8. JSU, BLOOM’S TAXONOMY & RUBRICS

14. Different types of Bloom’s Taxonomy domains

15. Bloom’s Taxonomy
Within the taxonomy learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels (Orlich, et al. 2004).
A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.

16. 2 1 3 6 4 5

17. Cognitive Domain
Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic.
Traditional education tends to emphasize the skills in this domain..

18. Cognitive Domain

19. Cognitive Domain

20. Teaching & Learning Activities by Outcomes and Bloom’s Taxonomy
Student Learning Outcomes
Bloom's Taxonomy of Cognitive Categories
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
1.a.1 Define the three tenets of the Central Limit Theorem
Class lecture and students will read assigned chapter.
Class lecture and students will read assigned chapter.
1.a.2. Describe three key distributions
1.a.3 Combine to explain the relationship between the three distributions
In class, students will calculate sample means and construct a sampling distribution. Homework will reinforce lesson.
1.b.1 Outcome
1.c.1 Outcome
2.a.1 Outcome
2.b.1 Outcome

21. Assessments by Outcomes and Bloom’s Taxonomy
Student Learning Outcomes
Bloom's Taxonomy of Cognitive Categories
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
1.a.1 Define the three tenets of the Central Limit Theorem
Homework and examination.
1.a.2. Describe three key distributions
Homework and examination.
1.a.3 Combine to explain the relationship between the three distributions
Homework and examination.
1.b.1 Outcome
1.c.1 Outcome
2.a.1 Outcome
2.b.1 Outcome

22. Psychomotor Domain
Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer.
Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies.

23. Psychomotor Domain

24. Psychomotor Domain

25. Affective Domain
Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's like pain or joy.
Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.

26. Affective Domain

27. Affective Domain

28. Alignment Between Course Outcomes and Institutional Outcomes
Intended
Learning
Outcomes of
the Institution
Design Backward
Intended
Learning
Outcomes of
the Academic
Program
Intended
Learning
Outcomes of
the Course
Intended
Learning
Outcomes of
the Unit
Intended
Learning
Outcomes of
the Lesson
Deliver Forward

29. INTRODUCTION TO ENTRANCE SURVEY

31. INTRODUCTION TO EXIT SURVEY

33. TYPES OF CONTINUOUS ASSESSMENT
Test
Quiz
Assignment
Project Papers
Case Study
Presentation
Experiments
Seminars
Community Project
Final Exam
Lab report
Physical model
Practical
Project
Laboratory work
Observation
Peer assessment
Soft skill
Coursework
Survey report
Site report

34. DIRECT MEASURES
OF LEARNING

35. ASSESSMENT MATTERS!!!
“ Every assessment is also based on a set of beliefs about the kinds of tasks or situations that will prompt students to say, do, or create something that demonstrates important knowledge and skills.
The task to which students are asked to respond on an assessment are not arbitrary.”
National Research Council. Knowing what students know: The science and design of educational assessment. Washington, D.C.: National Academy Press, 2001, p.47

36. STUDENTS AND ASSESSMENTS:
“ What and how students learn depends to a major extent on how they think they will be assessed.”
John Biggs, Teaching for Quality Learning at University:
What The Student Does. Society for Research into Higher Education
& Open University Press, 1999, p.141.

37. Students Lecturers Institutions (i.e. IKN) Community at Large
WHO NEEDS TO KNOW ABOUT ASSESSMENT AND WHY?
Students
Lecturers
Institutions (i.e. IKN)
Community at Large

38. Students need to know: how they are progressing with their
studies in relation to last semester’s
performance.
how are they progressing in relation
to other learners.
are they achieving the required standard.

39. Students need to know:
what are their strengths and weaknesses and further development needs.
what they should do if they are not
achieving.
that they have gained certification
of a level of achievement.

40. Lecturers need to know:
all students are attaining the intended learning outcomes.
course materials and teaching activities
are effective.
the learning support strategy is effective.

41. Lecturers need to know:
remedial action is required.
they are able to certify that students
have achieved standards or met requirements.
any adjustments need to be made
to accommodate the needs of
disabled students.

42. Institutions (i.e. IKN) need:
to provide evidence of achievement of institutional aims.
to know whether programs and teaching staff are effective in their stated aims.
to make claims to employers and
professional bodies regarding
graduate qualities.

43. Institutions (i.e. IKN) need:
to certify that learners can practice in specific vocational areas.
to make judgments about access and admission to programs.
to provide evidence of compliance with legislation such as MQA.

44. The Community needs to know whether:
institutions (i.e. IKN) and lecturers are effective
students are adequately prepared for
their careers
education is being geared to meet the
broad, longer-term needs of society.
all students are supported.

45. A Quote:
“Best practice in assessment includes both direct and indirect measures of student performance and the use of more than one measure to begin to triangulate the data.”
 Northern New Mexico College, 2009

46. ASSESSMENT OF STUDENT LEARNING: THE BIG PICTURE
OUTCOMES
INPUTS
DIRECT AND INDIRECT MEASURES

47. Direct Measures
Direct measures provide for the direct examination or observation of student knowledge or skills against measurable learning objectives

48. Indirect Measures
Indirect measures of student learning ensure the value of learning experiences

49. ASSESSMENT DIRECT MEASURES: THE BIG PICTURE
Identify outcomes
Align pedagogy with outcomes
Align assessments with outcome statements

50. DIRECT MEASURES
Direct Measures: directly assess the skills and abilities described in the learning outcomes.

51. Direct Measures: DIRECT MEASURES
To see whether students are attaining the intended
learning outcomes
The effectiveness of course materials and teaching
activities
The effectiveness of the learning support strategy
Take necessary remedial action to assist student learning
Certify that students have achieved standards or met requirements?

52. Direct Measures: DIRECT MEASURES Define Outcomes
Then, followed by assessment methods
For example:

53. TYPES OF DIRECT MEASURES
Examples of direct measures of student performance
i. Review of senior work by faculty teaching seniors
ii. Direct observation of student performance in
practicum/internship in work place (with reliable,
valid rubric)
iii. If students take a certification exam,
this can be an additional, but not only direct
measure
iv. Other direct measure(s)

54. TYPES OF INDIRECT MEASURES
Examples of indirect measures
of student performance
i. Senior student surveys
ii. Alumni surveys
iii. Employer surveys and/or focus groups
iv. Job placement rates
v. Advisory board input
vi. Other indirect measure(s)

55. Locally-developed exams Performance appraisals Behavioral observations
ASSESSMENT METHODS
Standardized exams
Exit and other surveys
Locally-developed exams
Focus groups
Oral exams
External examiners
Performance appraisals
Behavioral observations
Simulations
Archival records
Written surveys
Portfolios
Questionnaires

56. ALIGNING
ASSESSMENT METHODS
WITH
OUTCOME STATEMENTS

57. EDU 703: CURRICULAR ISSUES IN EDUCATION
EXAMPLE 1
EDU 703: CURRICULAR ISSUES IN EDUCATION

58. EDU 703: CURRICULAR ISSUES IN EDUCATION
LEARNING ACTIVITIES &
MEASURABLE OUTCOMES
ASSESSMENT METHODS
Discuss issues relating to curriculum development based on information gained from article review.
Make an Oral Presentation on the article review and relate the main ideas to curricular issues in education. Students will also submit the written review of the article.
2. Examine the relationship between
educational policies and curriculum
development.
Write a Reaction Paper on the topics presented in week 1 to week 5 to display their ability to use information and knowledge and give their opinion on the meaning of curriculum, the issues raised and the relationship between the issues and the curriculum used in Malaysian schools or institutions of higher learning.

59. EDU 703: CURRICULAR ISSUES IN EDUCATION
LEARNING ACTIVITIES &
MEASURABLE OUTCOMES
ASSESSMENT METHODS
Analyze changes in curriculum
and curriculum evaluation.
Through Leading a Discussion , students will demonstrate a critical awareness of the content, critical and creative analysis of relevant issues and display their conceptual understanding of the topic presented.
4. Discuss issues and innovations in
curriculum development
By writing a Term Paper, students will display their ability to use information and knowledge effectively in order to form new understanding and disseminate knowledge.

60. EDU 703: CURRICULAR ISSUES IN EDUCATION
LEARNING ACTIVITIES &
MEASURABLE OUTCOMES
ASSESSMENT METHODS
Analyze changes in curriculum
and curriculum evaluation.
Through Leading a Discussion , students will demonstrate a critical awareness of the content, critical and creative analysis of relevant issues and display their conceptual understanding of the topic presented.
Evaluate the role of the teacher
as a curriculum developer.
Through Designing a Course Project in groups, students display their ability to use the information and knowledge effectively to carry our a project. The students will also need to integrate theory into practice.

61. EDU 752: TRENDS IN TESTING, ASSESSMENT
AND EVALUATION
MEASURABLE OUTCOMES
ASSESSMENT METHODS
1. Recall and apply the main ideas in assessment of learning.
During a Test, students will demonstrate knowledge of the types, purposes and principles of assessment of learning.
2. Discuss issues relating to assessment of learning based on information gained from article review.
Students will make an Oral Presentation on the article they have reviewed and relate the main ideas to assessment of learning.
Submit a Written Review of the article.
3. Identify and write a case study in a chosen assessment practice in a school or institution of higher learning.
Submit a Written Case Study where they display their ability to use information and knowledge effectively to form new understanding and disseminate knowledge.

62. EDU 752: TRENDS IN TESTING, ASSESSMENT
AND EVALUATION
LEARNING ACTIVITIES &
MEASURABLE OUTCOMES
ASSESSMENT METHODS
4. Work in a group to plan, construct, administer, analyze and evaluate a project related to classroom testing.
In their Written Project, students will display their ability to use the information and knowledge effectively to carry out a project. They will also integrate theory into practice and communicate effectively in speaking and writing.
5. Compile information related to the course in the form of a portfolio.
Create a Portfolio containing information on the course, notes, handouts, assignments and additional resources related to the course.
6. Participate in class discussion, group activities and presentations
Demonstrate Participation in class by making 5 impromptu responses.

63. A PUBLIC SPEAKING COURSE
EXAMPLE 2
A PUBLIC SPEAKING COURSE

64. “Students will demonstrate effective oral communication skills”
Program Learning Outcome:
“Students will demonstrate effective oral communication skills”

65. Performance Criteria: Acceptable Standard of Performance
Effective oral communication
Personal appearance is appropriate
Speaks clearly and with sufficient volume
Achieves rapport with audience
Uses engaging vocalization
Responds effectively to questions and comments
Uses audience-appropriate vocabulary, content, and style

66. Public Speaking Evaluation Sheet
Student: __________________________________ Date: ________ Title of Presentation: _____________________________________
Evaluation Scale: Yes, a lot () () No, not at all
Criteria Score Totals
Presentation Style: 1. Personal appearance is appropriate _____ 2. Speaks clearly and with effective volume _____ 3. Achieves rapport with audience _____ 4. Uses engaging vocalization _____ 5. Responds effectively to questions and comments _____ 6. Uses audience-appropriate vocabulary, content, and style _____ Presentation style total: ______
Content: 7. Uses the grammar of standard English _____ 8. Presentation includes introduction, body, and conclusion _____ 9. Organizes content logically and sequentially _____ 10. Presents ideas and arguments clearly and logically _____ 11. Uses appropriate audiovisual materials _____ 12. Cites sources appropriately _____

67. Example Rubric Presentation PRESENTATION FORMAT Excellent Good
Satisfactory
Moderate
Poor
VERBAL PRESENTATION
Very clear and easily heard voice projection.
Easily heard voice projection.
Moderately heard voice projection.
Hardly heard voice projection & instruction not in order.
No voice projection at all.
WRITTEN REPORT PRESENTATION
Cover available, clean binding and very informative contents.
Cover available, clean binding but contain moderate informative contents.
Cover available, but no binding with less informative contents.
Cover available, but no binding without any information as required.
No cover available for assignment and weak contents.
APPEARANCE
Presentable appearance with appropriate dress
Pleasant appearance with less appropriate dress
Unpleasant appearance with inappropriate dress
Untidy appearance for presentation
DESIGN PORTFOLIO PRESENTATION
Tidy design and follow exact specifications as outlined.
Tidy design but not fully following outlined specifications.
Less tidy design but follow exact specifications as outlined.
Less tidy design and is not parallel to specifications as outlined.
Weak presentation and does not follow the outlined specifications.
Example