1. Assurance of Learning 報告人：鄭宗記 國立政治大學統計學系 chengt@nccu.edu.twchengt@nccu.edu.tw

2. 2 緣起  Assessment Seminar by AACSB May 17–18, 2006 The University of Chicago Graduate School of Busines– Asia, Singapore

3. 3 Learning  Student learning is the central activity of high education.  Definition of learning expectations and assurance that graduate achieve learning expectations are key feature of any academic program.

4. 4 Intent of Assurance of Learning Standards  To evaluate how well the school accomplishes the educational aims at the core of its activities  To assess learning accomplishment  To assistant the school and faculty members to improve programs and courses.

5. 5 Intent of learning goals  The school must develop a list of the learning goals for which it will demonstrate assurance of learning.  The learning goals describe the desired educational accomplishments of the degree programs.  The learning goals translate the more general statement of the mission into the educational accomplishments of graduates.

6. 6 Learning goals  What is a program?  Differences among schools  Goals at the program level  Similarities and difference among programs  General and management-specific goals  Faculty responsibility for learning goals  Using external guidance

7. 7 Approaches to assurance of learning  Selection  Course-embedded measurement  Demonstration through stand-alone testing or performance

8. 8 Assessment learning cycle Define intended Learning objectives Measure Selected Learning outcomes Compare outcomes with Intended objectives Redesign program To improve learning

9. 9 What is Assessment? tthe process of observing learning ddescribing, collecting, recording, scoring, and interpreting information about a student's or one's own learning aassessment is an episode in the learning process ppart of reflection and autobiographical understanding of progress

10. 10 Assessment vs. Evaluation  Assessment focuses on the student and the learning environment  Assessment is the monitoring of student learning  It is not the evaluation of professors' teaching.  It is not so much what the professor do that matters.  It is what the students do.  Evaluation focuses on the professor and the teaching performance

11. 11 Effective Assessment  Assesses what matters most  Focuses on processes as well as outcomes  Operates at key points in the educational process  Uses multiple measures over time  Generates feedback for improving learning  Provides feedback to those most affected  Actively Involves students and members of the teaching staff  Is embedded in teaching and learning

12. 12 Some assessment ways and means  Case studies  Classroom assessment  Completion and retention studies  Content analysis  Debates  Direct observation  Focus groups  Graduate success  Internship and learning  Interviews  Exams for certification and licensure  Matrices  Performance  Projects  Questionnaires and survey  Reflective essay  Tests  Transcript analysis

13. 13 Outcomes assessment plan Mission Goals Objectives Outcomes Assessment Criteria and Procedures Analysis/ Results Program Improvements Each goal Each objective Each outcome

14. 14 Learning goals (Again)  Learning goals can be written for individual courses or for academic programs  What do you want students to know by the time they finish a course or a major?  This is a question about the content of the course or major and about the relationships between content areas.  What do you want students to be able to do with what they know?  This is a question about the skills that are important to the course or the major—how students learn and use the content of the discipline to make or report meaning

15. 15 Start with Clear goals  Begin with the end in mind.  Set up goals for your students.  What do you think your new graduates should look like when they walk out your door?  What should student BE or HAVE when they leave?

16. 16 The best way to learning?

17. 17 Summary  Assurance of students’ learning; not evaluation of instructors’ teaching performance.  The management process starts from goals to the development of objectives and assessment instruments and to review and feedback.  Actively engage all participants, need to mobilize resources.  To adopt the strategy focusing on assurance of learning calls for review of curricula and installation of specific learning measures to meet the goals.

18. 18 Helps from AACSB Office  Assist each program to review learning goals and curriculum and learning objectives of each course.  Assist faculty how to design a course that meet the learning objectives.  Assist program/faculty how to use measures/rubrics to assess learning  Monitor best practices of assurance of learning in other universities and within the college and collect and transfer them among programs.  Compile Assurance of Learning Reports annually and suggest continuous improvement initiatives