1. Institutional Outcomes and their Implications for Student Learning by John C. Savagian History Department Alverno C O L L E G E

2. Purpose of this session To familiarize faculty and staff at Central Piedmont Community College with Alverno College’s approach to ability based learning, with a particular focus on designing institutional outcomes. To help CPCC faculty and staff connect their institutional outcomes to disciplinary outcomes, and discuss how they relate to classroom assessments of student learning.

3. In 1973, new curriculum initiated based on eight institutional outcomes or abilities Graduation requirements based on demonstration of outcomes rather than distribution requirements

4. Education GOES BEYOND knowing to being able to DO WHAT ONE KNOWS

5. Writing Speaking EFFECTIVE COMMUNICATION

6. Reading Listening EFFECTIVE COMMUNICATION

7. Media Literacy Quantitative Literacy EFFECTIVE COMMUNICATION

8. Computer Literacy EFFECTIVE COMMUNICATION

9. ANALYTICAL CAPABILITY

10. PROBLEM SOLVING ABILITY

11. VALUING IN DECISION MAKING CONTEXTS

12. EFFECTIVE SOCIAL INTERACTION

13. GLOBAL PERSPECTIVE

14. EFFECTIVE CITIZENSHIP

15. AESTHETIC ENGAGEMENT

16. Abilities that Involve the whole person Are teachable Can be assessed Transfer across settings Are continually re-evaluated and re-defined

17. An important conceptual decision in our design process: Abilities need to be defined in a way that our teaching of them can be DEVELOPMENTAL

18. Analysis at Alverno Level 1 - Show observational skills Level 2 - Draw reasonable inferences Level 3 - Perceive and make relationships Level 4 - Analyze structure and organization Level 5 - Employ frameworks from major and support disciplines in order to analyze Level 6 - Independently employ frameworks

19. Abilities must be carefully IDENTIFIED and COMPARED to what CONTEMPORARY LIFE requires

20. Student Assessment-as-Learning A process in operation at Alverno College, integral to learning, that involves observation and judgment of each student’s performance on the basis of explicit criteria, with self assessment and resulting feedback to the student. It serves to confirm student achievement and provide feedback to the student for the improvement of learning and to the instructor for the improvement of teaching.

21. Assessment is INTEGRAL to LEARNING

22. e as. sess ( ses’) v.t. [late ME <ML <L assess (us) ptp. of assidere (ad + sedere)] to sit down beside

23. LEARNING THAT LASTS ASSESSMENT-AS-LEARNING Active, Independentperformance Integrative Experientialperformance in contexts related to life roles Self-aware,explicitness of Reflective, required outcomes Self assessed, public criteria Self-regarding self assessment cumulative nature Developmental, Individual expansiveness multiplicity Interactive, Collaborativefeedback Situated, Transferableexternality multiple in mode and context

24. The effectiveness of assessment for everyone involved depends on the existence of a total dynamic system that contributes to the coherence and continuous improvement of the curriculum

25. EXPECTED OUTCOMES TEACHING ASSESSMENT STUDENT LEARNING INSTITUTIONAL/ PROGRAM ASSESSMENT : (INSTITUTION: PROGRAM: COURSE) MISSION EDUCATIONAL PRINCIPLES

26. Mission Academic Administrative Structures Curricular Structure Faculty/Staff Development & Responsibilities Educational Principles Student Assessment Practice Teaching Learning Practice Learning Assessment Student Development of Abilities Integrated with Content Evaluation Institutional/Program Assessment

27. There are Many Roads to Success

28. But if you don’t know where you are going, any road will take you there.

29. CPCC 8 Outcomes 1.Information Technology Literacy 2.Communication 3.Interpersonal 4.Thinking 5.Intrapersonal

30. CPCC Outcomes, continued 6.Value 7.Quantitative Literacy 8.Knowledge Application

31. Functions of Outcomes Provide direction for Learning Provide continuity Assure accountability by making teaching/learning public and explicit Integrate knowledge, skills, attitudes, dispositions

32. Educators are RESPONSIBLE for making learning more available by ARTICULATING OUTCOMES and making them PUBLIC

33. Connections to the Disciplines Outcomes help the student translate experience into learning Outcomes provide departments with standards to judge college level learning Outcomes help facilitate efficient, coherent, consistent assessment procedures

34. Discussion Which Institutional Outcomes are most critical in your discipline? Identify a central skill that characterizes a practitioner in your discipline. Phrase the skill in terms of a discipline outcome.

35. Alverno examples from Chemistry Outcomes l.Communicates effectively using language, concepts, and models of chemistry 2.Uses the methodology of chemistry to define and solve problems individually and collaboratively

36. Alverno examples from History Outcomes 1. Identifies culturally grounded assumptions that have influenced the perception and behavior of people in the past and identifies those that influence her own perception and behavior. 2. Identifies and critiques the theories, concepts, and assumptions that historians have used to create coherent interpretations of the past.

37. From Institutional Outcomes to Assessments in Courses

38. Assessment in a Course Example American History 1600-1900 Second Year course Outcomes include:  Practice critical analysis of secondary and primary sources  Expand understanding of historical interpretation and practice making own  Demonstrate integrated communications in a variety of contexts

39. Assessment in a Course American History 1600-1900 Assessment 2 (end of sixth week) Mary Silliman’s war  Practices issue analysis  Engages in decision-making  Develops her global perspective  Engages film as art and instruction

40. MODES OF PERFORMANCE ASSESSMENT SIMULATEDACTUAL WRITTEN ORAL VISUAL INTEGRATED Films/Videos Slide Shows Projects Conferences Individual Presentations Group Discussions Essay Reports Case Studies Analyses In-Baskets Literary Works Interviews Dialogues

41. Teaching/Learning Design Process

42. “Assessment is not about testing. It’s about teaching and learning.” Dr. Roger Farr Professor of Education, Indiana University