1. From Learning Goals to Assessment Plans University of Wisconsin Parkside January 20, 2012 Susan Hatfield Winona State University SHatfield@winona.edu

2. 1. Assessment starts with student learning outcomes

3. Why are intended learning outcomes important? Provide direction for all instructional activity Inform students about the intentions of the faculty Form the basis of assessment l Huba, M – Iowa State AAHE/HLC Nov. 2002

4. What do you want students to know, do, or achieve √ At the end of the program √ Extend and contextualize the Institutional Outcomes / General Education √ Related to goals and outcomes specified by professional organizations

5. PRACTICAL ADVICE : The more complex the outcome, the harder it will be to assess

6. Student Learning Outcomes Students should be able to critically comprehend, interpret, and evaluate written, visual, and aural material.

7. Student Learning Outcomes Students will recognize, analyze, and interpret human experience in terms of personal, intellectual, and social contexts.

8. PRACTICAL ADVICE: Format for learning outcomes: Students will be able to > >

9. PRACTICAL ADVICE: Use whatever language on which you can agree.

10. Student Learning Outcomes Learner Centered Specific Action oriented Cognitively appropriate for the course or the program level

11. KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe Produce Propose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Lower division course outcomes

12. KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe Produce Propose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Upper division Course / Program outcomes

13. Outcomes can overlap

14. Outcome Program D

15. 2. Define the Outcomes

16. Components Define student learning outcomes Provide a common language for describing student learning Must be outcome specific Must be shared across faculty Number of components will vary by outcome

17. Component Communication RelateSpeakListenParticipateWrite

18. Components Communication SpeakRelateListenParticipateWrite Eulogy delivery content organization

19. Components Communication SpeakRelateListenParticipateWrite Lab report mechanics style organization

20. PRACTICAL ADVICE: If you can’t identify components for your outcomes, you need to rethink your outcomes.

21. The Reality of Assessing Student Learning Outcomes Why you need common components

22. volume poise conclusion Speaking teacher5 eye contact style appearance gestures rate evidence sources examples organization transitions verbal variety attention getter teacher4teacher2teacher1teacher3

23. volume poise conclusion eye contact style appearance gestures rate evidence sources examples organization transitions verbal variety attention getter Can our students deliver an effective Public Speech?

24. Common Mistakes in writing student learning outcomes

25. Common Learning Outcome Mistakes Too many

26. Learning Outcomes NOT a compilation of your course level student learning outcomes NOT intended to represent everything that your students learn in the program

27. Common Learning Outcome Mistakes Too many Inappropriate cognitive Level

28. Student Learning Outcomes Students will be able to define 200 medical terms.

29. Common Learning Outcome Mistakes Too many Inappropriate cognitive Level Too many action verbs

30. Student Learning Outcomes Students will be able to identify, define, and evaluate……

31. PRACTICAL ADVICE: If you have multiple action verbs, you might be able to use the highest order verb from the list.

32. Common Learning Outcome Mistakes Too many Inappropriate cognitive Level Too many action verbs Including components in the outcomes

33. Example #1 Gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected BETTER: Students will be able to apply factual information to a problem COMPONENTS: Relevance Clarity Comprehensiveness Aware of Bias

34. Example #2 Formulate and test hypotheses by performing laboratory, simulation, or field experiments in at least two of the natural science disciplines (one of these experimental components should develop, in greater depth, students’ laboratory experience in the collection of data, its statistical and graphical analysis, and an appreciation of its sources of error and uncertainty) BETTER: Students will be able to test hypotheses. COMPONENTS Data collection Statistical Analysis Graphical Analysis Identification of sources of error

35. 3. Map the outcomes to the curriculum

36. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K 2xx A A S A A K 3xx A K A A K A 4xx S A K S Capstone S S

37. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K 2xx A A S A A K 3xx A K A A K A 4xx S A K S Capstone S S

38. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K 2xx A A S A A K 3xx A K A A K A 4xx S A K S Capstone S S

39. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K 2xx A A S A A K 3xx A K A A K A 4xx S A K S Capstone S S

40. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K 2xx A A S A A K 3xx A K A A K A 4xx S A K S Capstone S S

41. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K 2xx A A S A A K 3xx A K A A K A 4xx S A K S Capstone S S

42. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K 2xx A A S A A K 3xx A K A A K A 4xx S A K S Capstone S S

43. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K K 2xx A A A A A K K 3xx A K K K A A S S A S S A 4xx S A S S Capstone S S option cluster

44. 4. Identify the assessment points in your curriculum

45. Assessment Points Assessment is NOT assessing every student on every outcome in every class by every faculty member every semester

46. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K K 2xx A A A A A K K 3xx A K K K A A S S A S S A 4xx S A S S Capstone S S

47. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K K 2xx A A A A A A A A A K 3xx A A K A A A S S A S S A 4xx S A S S S S Capstone S S S

48. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes 1xx S K K K 2xx A A A A A K K 3xx A K K K A A S S A S S A 4xx S A S S Capstone S S Build a curriculum K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

49. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes 1xx S K K K 2xx A A A A A K K 3xx A K K K A A S S A S S A 4xx S A S S Capstone S S Diagnose Learning Analyze Curriculum K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

50. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes 1xx S K K K 2xx A A A A A K K 3xx A K K K A A S S A S S A 4xx S A S S Capstone S S Diagnose Learning K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

51. Prerequisite Courses Capstone

52. Prerequisite Courses

53. 123456 789101112 Prerequisite Courses

54. 123456 789101112 Prerequisite Courses

55. 5. Develop your plan

56. l Components Learning Object Assessment Method Outcome Coursework Target

57. Spring 2012 Summer 2012 Fall 2012 Spring 2013 Summer 2013 After That