1. R EFINING Y OUR A SSESSMENT P LAN : S ESSION 1 Goals and Learning Outcomes Ryan Smith and Derek Herrmann University Assessment Services (UAS)

2. I NTRODUCTIONS Ryan Smith, Director, UAS Derek Herrmann, Coordinator, UAS Assessment Advisory Council (AAC) Assessment Academy Team

3. I NTRODUCTIONS Who you are In what Department/School you work Why you are here

4. OVERVIEW OF PRAAP Refining Your Assessment Plan: Session 1

5. O VERVIEW OF PRAAP P rocess for the R eview of A cademic A ssessment P lans Two years before Program Review (and one year before Self-Study) AAC members and UAS staff Use an established rubric

6. O VERVIEW OF PRAAP ElementsUndevelopedDevelopingEstablishedExemplary Goals and Learning Outcomes Direct Evidence of Student Learning Indirect Evidence of Student Learning Use of the Results

7. GOALS AND LEARNING OUTCOMES Refining Your Assessment Plan: Session 1

8. G OALS AND L EARNING O UTCOMES Goals: broad statements concerning knowledge, skills, or values that faculty expect graduating students to achieve Learning outcomes: describe the kinds of things that students know or can do after instruction that they did not know or could not do before

9. G OALS AND L EARNING O UTCOMES Benefits of formulating goals and learning outcomes –Form the basis of assessment at the course, program, and institutional levels –Provide direction for all instructional activity –Inform students about the intentions of the faculty

10. G OALS AND L EARNING O UTCOMES Identifying potential goals and learning outcomes –Research –Reflection –Collaboration –Consensus

11. G OALS AND L EARNING O UTCOMES Depth of processing –Knowledge – to know specific facts, terms, concepts, principles, or theories –Comprehension – to understand, interpret, compare and contrast, explain –Application – to apply knowledge to new situations, to solve problems

12. G OALS AND L EARNING O UTCOMES Depth of processing (cont’d) –Analysis – to identify the organizational structure of something; to identify parts, relationships, and organizing principles –Synthesis – to create something, to integrate ideas into a solution, to propose an action plan, to formulate a new classification scheme –Evaluation – to judge the quality of something based on it adequacy, value, logic, or use

13. G OALS AND L EARNING O UTCOMES Effective learning outcomes should: –Focus on the learner, not the teacher – on what students will learn, not on what faculty will teach –Explain how students can demonstrate mastery of program goals –Comprehensively define each goal –Use active verbs that specify definite, observable behaviors –Identify the depth of processing that faculty expect –Distinguish between absolute and value- added expectations

14. CURRICULUM MAPPING (PART 1) Refining Your Assessment Plan: Session 1

15. C URRICULUM M APPING Alignment –Involves clarifying the relationship between what students do in their courses and what faculty expect them to learn –Identify gaps when the alignment between their curriculum and learning objectives is analyzed

16. C URRICULUM M APPING Alignment –Often curricular changes made to improve student learning opportunities before program assessment data are collected

17. C URRICULUM M APPING Cohesive curriculum –Systematically provides students opportunities to synthesize, practice, and develop increasingly complex ideas, skills, and values –Focusing on learning objectives allows faculty to evaluate and improve curricula and can lead to the development of new policies and procedures

18. C URRICULUM M APPING CourseGoal 1Goal 2Goal 3Goal 4 111XX 138XX 200XX 231XXX 331XX 340XX 392XXXX

19. C URRICULUM M APPING CourseGoal 1Goal 2Goal 3Goal 4 111XX 138XX 200 231XXX 331XX 340XX 392XXXX

20. C URRICULUM M APPING CourseGoal 1Goal 2Goal 3Goal 4 111II 138II 200PI 231PPP 331PD 340DP 392DDDD

21. C URRICULUM M APPING CourseGoal 1Goal 2Goal 3Goal 4 111II 138II 200PI 231IPP 331PD 340DP 392DDDD

22. QUESTIONS, COMMENTS, AND DISCUSSION Refining Your Assessment Plan: Session 1