2. Assessment 101: A Review of the Basics Jill Allison Kern, PhD Director of Assessment Christopher Newport University January 2013

3. What is assessment? Assessment is the process of determining the degree to which students are learning what faculty believe is essential for them to know so that faculty can make improvements in the teaching-learning process.

4. Process for improving student learning

5. GENUINE INQUIRY

6. Identify what students are NOT learning

7. Student Learning Steps in the Assessment Process 1. Establish clear, measurable outcomes of student learning from a given activity (student learning outcomes → SLOs) 2. Ensure opportunities for learning → Curriculum Mapping 3. Establish method(s) for evaluating the degree to which students have achieved the SLOs 4. Teach “to the” SLOs 5. Gather information about the degree to which students have achieved the SLOs 6. Interpret the information and make decisions about what to do to improve the results in the future 7. Implement the changes designed to enhance learning (“close the loop”)

8. The first step: Faculty members need to clarify and make explicit what they believe is essential for students to learn.

9. Student Learning Outcomes

10. A Student Learning Outcome is a written statement of the measurable achievement a participant will be able to demonstrate as a result of participation in a given learning activity.

11. Student Learning Outcomes (SLOs): Three Levels Course Learning Outcomes (CLOs) Program Learning Outcomes (PLOs) Institutional Learning Outcomes (ILOs)

12. The Purpose of SLOs To clarify for ourselves precisely what knowledge and skills we believe are essential or important for students to learn To focus our teaching efforts To shape the graded assignments we design To inform the criteria we use to grade students’ activities To enable us to assess how successful our students have been at mastering the desired learning To communicate to students what we intend for them to learn so they can organize their efforts to achieving the desired outcomes

13. How to Write SLOs

14. Use This Precise Formulation: Students who successfully complete [name the learning unit (e.g., Psych 101, the computer science major)] will be able to do the following: [ONE observable, active verb] [Etc.]

15. Examples Students who successfully complete French 200 will be able to conjugate regular verbs in the imperfect tense in writing. Students who successfully complete the BA in Music will be able to demonstrate technical proficiency in their chosen instrument during a live public performance. Students who successfully complete English 123 will be able to write effectively. Upon the successful completion of the Creative Expressions Area of Inquiry, students will be able to apply concepts from the humanities to describe artistic endeavors or participate in a fine art, such as creating a painting or choreographing a dance.

16. Avoid non-observable verbs Rule #1:

17. know learn understand comprehend appreciate study become familiar with be knowledgeable about think value realize become aware of Non-observable Verbs

18. Translate Non-observable SLOs Into Observable Ones Know the arguments Not ObservableObservable Summarize the arguments Discuss reflections on the issues Think critically Understand the principles Comprehend the methods Appreciate art Reflect on the issues Identify assumptions implicit in theories Apply the principles Explain the methods Voluntarily choose to attend one or more art exhibits during the semester

19. Include only ONE verb in SLOs You may use “or” but avoid “and” Rule #2:

20. Good: Bad: Students who successfully earn a degree in communication studies will be able to write effectively. Students who successfully earn a degree in communication studies will be able to speak effectively Students who successfully earn a degree in communication studies will be able to write or speak effectively Good: Students who successfully earn a degree in communication studies will be able to write and speak effectively.

21. More Examples of Good SLOs Students who successfully complete Math 300 will be able to use quantitative reasoning to solve problems. Students who successfully complete this course will be able to analyze the strengths and weaknesses of literary texts as demonstrated by a review they write on a novel from the Renaissance, Victorian, and contemporary periods. Graduates of CNU’s computer engineering BS program will be able to design hardware components that meet a variety of client needs. Students who earn a degree in music will be able to compose complex scores or play an instrument skillfully.

22. How many SLOs? About three to six CLOs for a three-unit course About three to five PLOs for a minor About five to nine PLOs for a major

23. Second step in the assessment process: Faculty members need to ensure students have opportunities to master the student learning outcomes.

24. Curriculum Mapping

25. Curriculum Mapping: A method for aligning CLOs with PLOs PLO-1PLO-2PLO-3PLO-4PLO-5PLO-6PLO-7PLO-8PLO-9 Music 101 xxxx Music 202 xxxxx Music 303 xxxxx Music 404 xxxxx

26. Benefits o Reveals gaps and redundancies in curriculum o Improves program coherence o Stimulates communication among faculty o Enhances coordination among faculty o Increases the likelihood that students achieve program-level outcomes o Encourages reflective practice

27. Curriculum Matrix PLO-1PLO-2PLO-3 Apply the scientific method Develop laboratory techniques Diagram and explain major cellular processes Bio 101I Bio 202DI/D Bio 303MI Bio 404MD/M I = Introduce; D= Develop; M = Master

28. Assessment Matrix PLO-1PLO-2PLO-3 Apply the scientific method Develop laboratory techniques Diagram and explain major cellular processes Bio 101FA Bio 202FA Bio 303SAFA Bio 404SA FA = Formative Assessment; SA = Summative Assessment