Assess and lo's 101
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Transcript of Assess and lo's 101
Assessment and
Learning Outcomes
Make a difference, measure the impact.
Amber Garrison DuncanUniversity of Oregon
Workshop Learning Outcomes
Describe how institution, division and department missions inform the planning and assessment process
Summarize the planning and assessment process
Understand the role of learning outcomes in shaping student learning experiences
Understand the learning outcomes formula
Understand levels of Blooms taxonomy
Construct learning outcomes
Planning and
Assessment Process
Assessment is not an extra task,
it is a way of being
Let’s unpack the process
Mission, Goals and OutcomesWhere do we find these?
What informs our mission, goals and outcomes?
What should inform our mission, goals and outcomes?
Institutional Mission
Student Affairs Mission
Department Mission
Department OutcomesInformed by the Missions and Goals of the Institution, Student Affairs and Department.
Written to demonstrate what the department will do to contribute to the Student Affairs mission, which then contributes to the Institutional Mission.
Informs the development of programs and services within the department.
Documented in the Department Strategic Plan
Institutional Mission
Student Affairs
Department
Outcomes
Program/Service
Action
Program and Service OutcomesPrograms and Services are designed to fulfill the department mission.
Specific outcomes are written for the particular program or service.
Program and Service AssessmentDesigned to measure the specific outcomes written for the program or service.
Assessment provides documentation of impact of the program or service
Assessment provides guidance and insight into successes and challenges that informs future planning
Writing
Learning Outcomes
Make a difference, measure the impact.
Start with the end in mind.
What do you want the student to learn? (outcome)
What knowledge, skills or abilities do they need to learn? (curriculum or what you intend to teach)
What activity will facilitate the learning? (program or service)
How will student demonstrate learning? (assessment)
How will you improve the learning for next time? (improvement)
Designed to walk you, step by step, through the
program planning and assessment process
Assessment and
Planning Guide
Learning Outcomes…
…are goals that describe how a student will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience. (Suskie, 2009).
Brainstorm
What do you want the student to be able to know or do as a result of participation?
What knowledge, skill or ability should the ideal participant demonstrate?
Bloom’s Taxonomy
Knowledge- aware, define, describe, label, list
Comprehension- explain, generalize, give examples
Application- apply, adopt, construct, demonstrate
Analysis- analyze, compare, contrast
Synthesis- change, compose, plan, predict, produce
Evaluation- assess, judge, defend, criticize, conclude
Learning Outcome Formula
Program or Service
Action Verb (Bloom’s)
Observable knowledge,
skill or attitude
As a result of Student will be able to
Participation in President’s Leadership Symposium
Identify
the 3 C’s from the Social
Change Model of Leadership
As a result of Student will be able to
As a result of this program, student will…
Bad Outcome Statement
Be able to have confidence in their abilities, realize the HLC can benefit their learning process and enroll in three programs.
Better Outcome Statement
Demonstrate critical thinking skills as it relates to social issues
Best Outcome Statement
Demonstrate the ability to analyze and respond to arguments about racial discrimination
Tips
Limit yourself to 3-6 outcome statements
Be SMART
Specific- focused on a specific learning area
Measurable- you can collect data to measure
Attainable- the outcome is attainable given the student learning level and program
Results- program is aligned with department and division learning domains
Tailored- outcome is specific to the program
We are taking a friend camping.
What do they need to know?
Let’s Try
Start with the end in mind.
What do you want your friend to learn about camping? (outcomes)
What specific knowledge, skills or abilities do they need to learn? (outcomes- remember 3-6 only!)
What activity will facilitate the learning? (program, service or experiences)
How will your friend demonstrate learning? (assessment)
How will you improve the learning for next time? (improvement)
Resources
Assessment Team Member
Student Voice
Student Affairs Assessment Website
http://sa-assessment.uoregon.edu