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Learning Outcomes Assessment: An Overview of the Process at Texas State
Beth WuestDirector, Academic Development and Assessment
Lisa GarzaDirector, University Planning and Assessment
February 25, 2009
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Workshop Goals
Participants will learn about: The value of student learning outcomes assessment Procedures for the outcomes assessment process at Texas State How to identify and describe the program mission, outcomes,
methods of assessment, results, action plans, and evidence of improvement
How to use tools for reporting outcomes assessment (demo)
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Value of Student Learning Outcomes Assessment
“Just as diagnosis without treatment is not very helpful to a sick patient, assessment without analysis and action can do little for an institution.”
-- Braskamp, 1989
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We have always assessed student learning outcomes.
What is different about this process is that we are looking for evidence of whether our students are learning what we want them to learn as an element of program assessment and improvement.
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In higher education, the term assessment traditionally has two components: gathering information in a prescribed manner
(i.e., measurement) and interpreting that information to make
decisions about policy, curriculum, instruction, or assessment practices (i.e., evaluation).
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Linkages to Other University Assessment
Academic Program Review College and University strategic planning Program and University accreditations
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Why are Student Learning Outcomes So Important?
basis for program improvement instruction, course design, curricular design
communicate instructional intent increase awareness of learning (for students) common language advising materials promotional materials support accreditation
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SACS Standard 3.3.1 The institution identifies expected outcomes,
assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas:
3.3.1.1 Educational programs, to include student learning outcomes 3.3.1.2 Administrative support services 3.3.1.3 Educational support services 3.3.1.4 Research within its educational mission, if appropriate 3.3.1.5 Community/public service within its educational mission,
if appropriate
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Procedures for Outcomes Assessment Process at Texas State
Focus on Student Learning Faculty driven process
Input regarding outcomes by facultyAssessment by facultyDiscussion of results and actions that need to
be taken by facultyAdjustments in program delivery by faculty
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Procedures for Outcomes Assessment
Includes description of mission, outcomes, methods of assessment, results, action plans, and evidence of improvement
Submitted electronically Approved by chairs and deans Formally reviewed by associate deans Conducted on annual basis (academic year)
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Timeline for Outcomes Assessment
In the fall of each academic year all academic programs revise and submit
their program mission statement, 5 to 8 learning outcomes, and two methods of assessment for each outcome
In the spring of each academic year all academic programs submit their results,
action plans, and evidence of improvement
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Identifying and Describing Outcomes Assessment Mission Student learning outcomes Methods of assessment Results Action Plans Evidence of Improvement
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mission
Convey the specific intent of the program Define the core purpose of the program
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student learning outcomes Describe specific behaviors that a student of the
program should demonstrate upon completion of the program
Focus on the intended abilities, knowledge, values, and attitudes of the student
Include measureable development of cognitive, psychomotor and affective skills pertinent to the program
Provide insight for program improvement
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methods provide an objective, effective, efficient, and controllable
means of verifying the achievement of student outcomes predominately focus on direct assessments indicate who will be assessed; how you will assess each of
your outcomes; when and where you will assess each outcome; what specific learning will be assessed; and the target you expect to achieve
provide multiple (at least two) ways to assess each outcome
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results
Reflect upon and discuss findings from corresponding method
Based on reliable and valid data collection Indicate level of achievement of
performance target Provide indicators for improvement More than reporting grades
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action plans
Based on reported findings/results Are feasible Should lead to continuous improvement in
student learning Enhance effectiveness of the program Provide for efficient use of resources
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evidence of improvement
Founded in the results Focus on improvement in student learning
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Using Tools for Reporting Outcomes Assessment Website for Outcomes Assessment
On-line InstructionsData entryApprovalsReports
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Re-Cap of Process
Step 1: Define program mission
Step 2: Define program goals
Step 3: Define student learning outcomes
Step 4: Inventory existing and needed assessment methods
Step 5: Identify assessment methods for each learning outcome
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Step 6: Deliver program
Step 7: Gather data as indicated in methods
Step 8: Draft results
Step 9: Discuss possible action plans
Step 10: Note areas of improvement in student learning
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Closing the LoopIdentify/Revise
Outcomes
Select/ReviseMethods ofAssessment
Develop/ReviseCurriculum and
Instruction
AssessStudent Learning
results & evidenceof improvement
Create &ImplementAction Plan
Define/ReviseMission & Goals
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Challenges and Pitfalls
one size does not fit all — some methods work well for one program but not others
do not try to do the perfect assessment all at once — take a continuous improvement approach
allow for ongoing feedback and discussion concentrate on learning that is most important and where
you have control
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questions and comments
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Resources
Academic Outcomes Assessmenthttps://virtualwebapp.cr.txstate.edu/
academicoutcomes/default.aspx Administrative Outcomes Assessment
https://virtualwebapp.cr.txstate.edu/administrativeoutcomes/
Presentations http://www.upa.txstate.edu/Presentations.html
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Contacts
Beth Wuest, DirectorAcademic Development and Assessment150 J.C. Kellam 245-2112
Lisa Garza, DirectorUniversity Planning and Assessment1084 J.C. Kellam 245-2780
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