Demystifying Outcomes
Assessment
Barbara M. Wheeling
College of Business
Montana State University-Billings
What You Will Learn
• The difference between grades and
assessment data
• Identifying a learning outcome
• Some differences between program
assessment and general education
assessment
• Selecting appropriate assessment
instruments
Main Points
• Grades are too broad and inclusive for
assessment
• Three key components of assessment
– Assessment points
– Assessment tasks (gradeable items)
– Assessment instruments
• Data should be as valid and reliable as is
feasibly possible
What Assessment Is and
What It Is Not
• Example of a construction company
– Grades are like a profit statement
• Bottom line information
– Assessment is like cost data
• More detailed
• Example from class writing assignment
• Grades:
Average Score: 19.9/25 points
3 A’s
9 B’s
3 C’s
4 D’s
1 F’s
• Assessment Data (5 points each)
– Organization: Average score = 4.1
– Clarity: Average score = 4.1
– Spelling and Grammar: Average score = 4.4
– Readability: Average score = 4.6
– Documentation: Average = 2.7 RED FLAG!!!
NEEDS IMPROVEMENT!!!
Assessment Cycle
Mission
Learning Goals
(what students are or have)
Learning Objectives/Outcomes
(what students do)
Alignment Matrix
(where students learn)
Assessment Cycle
Assessment Analysis
--Aggregation of data
--Recognize deficiencies
--Recommend and
implement changes
Assessment Plan
--Assessment Points
--Assessment Tasks
--Assessment Instrument/Measure
Assessment Implementation
--Logistics (who will do it and when)
--Repository for data
Learning Goals
• Identify what students “are” or “have”
• Examples from Academic Foundations:
– We want MSU-B students to be effective oral
communicators (LG I.4.)
– We want MSU-B students to have effective
mathematical/logical skills (LG I.2.)
Learning Outcomes
• Identify what students “do”
• Examples from Academic Foundations:
– We want MSU-B students to demonstrate
ability to understand and interpret oral
information (LO I.4.b.)
– We want MSU-B students to demonstrate
ability to use logical skills to make judgments
(LO I.2.c.)
More Examples
• Example of a Program LG and LO:
– Learning Goal: We want our students to be
effective communicators in business and
professional settings
– Learning Outcome: We want our students to
be able to prepare and properly deliver a
complete, concise business presentation
Assessment Points
• Definition: Where assessment takes place
• Should be where students have reached a
level of proficiency
Assessment Points
• Academic Programs
– Usually a capstone
course in senior year
• General Education
– Depends on the
assessment task
Assessment Tasks
• Course-embedded
exams or
assignments
– Best if part of course
grade so students are
motivated to perform
well
– Not necessarily in the
senior year
• Can also use
portfolios, exit exams,
or standardized tests
– Student motivation can
be a problem
– Most likely in the
senior year
Assessment Tasks
• When outcomes
assess knowledge
– Objective test
questions work well
• When outcomes
assess knowledge
and/or skills
– Subjective test
questions can be used
– Paper, project, or
presentation also
possible
Assessment Instruments/Measures
• Objective test
questions
– Instrument is a
measure (Pass/fail
score)
– How many students
answered correctly
• Subjective
assessment
– Instrument is a rubric
– How many students
performed at an
acceptable level for
each trait in the rubric
Conclusion
• Assessment is not about evaluating
teaching, but may result in changing the
way that we teach
• Questions?
• Comments?
• Confusions?
• Concerns?
Pages with Notes