Post on 04-Jan-2016
September 11, 2009
Assessment PrimerA. Defining the Assessment LoopB. Establishing Departmental-level learning
goals and objectivesC. Assessment Terminology
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A. Defining the Assessment Loop
1. Goal Articulation2. Curricular/learning Strategies3. Assessment of Learning4. Using the Results
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B. Establishing Departmental-level Learning Goals and ObjectivesStep One in the Assessment LoopEmphasis on Student LearningBeware of INCONSISTENT terminology (& alphabet soup)
For our purposes, we are using: Departmental Learning Goals Departmental Learning Objectives Learning Assessments (Step Three in the Assessment Loop)
Be AWARE of a consistent, multi-level structure/nesting:An unmeasurable, more global concept (our “goal”)A measurable student learning outcome (our
“objective”)The measure itself 4
Departmental Learning GoalsAlready written into departmental mission
statements, in catalogs, on departmental websites
“Public” information
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Departmental Learning ObjectivesTRANSFORM the departmental goals into
specific student behaviors that demonstrate student learning to meet these departmental goals
Departmental Learning Objectives can be structured according to Bloom’s TaxonomyCognitive outcomes or what students knowAffective/attitudinal/value-based outcomes or what
students care aboutSkill-based/behavioral/performance outcomes or
what students can doIt’s difficult to write good learning objectives that
balance alignment with the overarching goal AND ease of measurability.
We are available to assist as Departments develop their two templates
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Psychology Department ExampleONE Dept Learning GOAL (of presumably many):
Students will understand and apply basic research methods in psychology, including research design, data analysis, and interpretation
MULTIPLE OBJECTIVES that translate the goal into what students do:Identify and describe research methods….
(Cognitive domain—knowledge/comprehension)Design and conduct…(Cognitive domain…synthesis)Critique conclusions…(Cognitive domain…
evaluation)
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Assessment Loop StepsStep 1 – articulation of goals/objectives–
complete.Step 2 involves the learning strategies
applied by the department through curriculum and other activities
Step 3 is the assessment of the objectives articulated in the first step through multiple measures
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Psychology Step 3: the measuresRubric --rating scale that evaluates the learning
objectives (e.g. “design & conduct,” “critique conclusions”) within the senior project; the rubric scores are summarized and evaluated by the department
Standardized questions (GRE items) related to the learning objectives are administered in a capstone course, tracked, reported longitudinally, and discussed
Alumni survey items related to learning are reviewed
One conclusion from the multiple measures: our students need help with qualitative research methods
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Step 4: Using the resultsAlso referred to as “closing the loop” to address the
qualitative research finding
The Department:Revised course objectives in three core coursesIncreased coverage of qualitative techniques in the
research methods courseDeveloped a monitoring mechanism within the
research methods course final examContinued departmental discussions of their goals
regarding research methods which led to a more standardized curriculum for this course taught by a variety of faculty
Used the original senior project rubric results to evaluate the curricular change in research methods instruction over time. 10
C. Assessment Terminology
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Collaborative Divisional Exercise: Critiquing an Assessment Loop
1. Evaluate a divisional example Elect one faculty representative to
report2. Share your group’s analysis (10
minutes)3. Follow-up activity, as time permits
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Resources: for the Critique Exercise and Beyond…
Assessment TerminologyDirect and Indirect Assessment SummaryAssessment Loop Critique Exercise GuideStudent Learning Outcomes: A Guide for Faculty
(Fresno City College) Especially helpful in writing learning objectives Includes summary of Bloom’s Taxonomy
Making Assessment Simple, Practical, and USEFUL: a workshop handout by Barbara Walvoord A basic, no-frills Departmental Assessment Plan Case studies Sample Assessment Reports Sample Rubric
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