Assessment 102
Developing Program Goals and
Intended Learning Outcomes
Overview
Topics for this Workshop
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Review of the Assessment Process
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Steps in the Process and Common Obstacles
Assessment Goals and Objectives
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Rationale and Objectives
Key Terms and Distinctions
Sources & Origins: How and Where to Begin
Types of Goals: Cognitive, Behavioral, Affective
Writing Goals and Objectives
Evaluating Your Goals and Objectives
Sample Departmental Goals and Objectives
Review: The Assessment Process
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State the broad educational purposes and goals of your
program
State your more specific objectives and intended outcomes
Select appropriate assessment methods and measures;
establish target criteria
Gather data using assessment methods & measures chosen
Analyze and interpret findings; report to stakeholders
Identify, implement changes to your educational program
Revise assessment objectives, methods, measures, criteria
as appropriate
Obstacles and Stumbling Blocks
3 Cardinal rules for those undertaking
assessment and evaluation
 The tendency to focus on process rather
than outcomes
 Assessment as an “add-on”
 Skepticism RE “new ideas” in higher ed.
 Disagreements among colleagues
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Goals and Objectives: Rationale
“If you don’t know where you’re going, you’ll
probably end up somewhere else”
Campbell, 1974
Goals and Objectives: Rationale
Goal-Setting and Goal-Directedness as
Markers of Successful Individuals and
Organizations
 The Importance of Modeling Goal-Setting
and Goal-Directedness for our Students
 The Central Role of Faculty in Articulating
Program Goals and Objectives
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Goals and Objectives: Rationale
Why Goals and Objectives MUST Come
First in the Assessment Process
 Why they Often Don’t
 Consequences
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Goals and Objectives: Defined
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Goals
 Statements
regarding general aims or purposes of
education
 Broad, long-range intended outcomes
 Used primarily in policy-making, planning
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Objectives
 Brief,
more specific statements describing the
intended learning outcomes of a program
 Focus is on features students expected to exhibit
Objectives and Outcomes
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Objectives (continued)
 The
intended consequences of instruction,
curricula, programs, educational activities
 What students are expected to know, do, value
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Outcomes
 The
actual or achieved results or consequences
of instruction, curricula, programs, or activities
Writing Goals and Objectives:
How to Develop Them and Where to Begin
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Open Discussions--your ideal students?
 What
can they do, what do they know, what do
they value (at various points in your program)?
 What achievements do you expect of graduates
(career, lifestyle, citizenship, aesthetic
appreciation)?
 What skills, knowledge, & values are necessary
for entry level work or graduate study?
Writing Goals and Objectives:
How to Develop Them and Where to Begin
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Collect & Review Documents Describing
Your Program
 Brochures,
catalogue descriptions, accreditation
reports, general education reports, missions
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Review & React to External Input
 National
organization, professional association,
accrediting bodies, strong programs in field
(especially any relevant assessment plans)
Writing Goals and Objectives:
How to Develop Them and Where to Begin
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Collect and Review Instructional Materials
 Syllabi,
course outlines, assignments, tests,
textbooks (especially tables of contents,
introductions, summaries)
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Use Goal Inventories or Other Tools
Types of Goals & Objectives
Knowledge (Cognitive Outcomes)
 Skills (Behavioral Outcomes)
 Attitudes (Affective Outcomes)
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Cognitive Objectives:
What we expect students to know
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Knowledge
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(e.g.,define,describe, identify, list, match,recall)
Comprehension (e.g., explain,paraphrase,summarize)
Application (e.g., apply, relate, use in new situations)
Analysis (e.g., compare/contrast, differentiate, analyze)
Synthesis (e.g., compose, create, design, produce)
Evaluation
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(e.g., assess, critique, defend, grade, judge, prioritize
Behavioral Objectives
What we expect students to be able to do
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General Description
 Learned
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observable behaviors
Contexts and Areas of Application
 Performing
arts, professional programs,
technical/trade programs, athletics, etc.
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Sample skills
 Oral
& written communication; presentation;
interpersonal problem-solving; managerial,
laboratory, music/art performance skills
Affective Objectives
What we expect students to value or believe
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Categories (Krathwohl et al. 1964)
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Potential Problems
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attitudes, beliefs, values, goals, expectations,
interests, appreciation of…(person, object, goal,
place)
Can’t be measured directly, often inconsistent w/
behavior, disagreement over conceptual, operational
definitions
Benefits
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Status, development of values and beliefs
Writing Goals & Objectives
NCTLA Model
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Assessable goals state…
 What
is to be learned (knowledge,skills,values)
 What level of learning is expected
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 In
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c.f., Bloom’s or Krathwohl et al. Taxonomies
what context the learning is revealed
Example
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Students will be able to apply logical and ethical
principles to personal &social situations
Writing Goals & Objectives
(Source: Assessment Workbook, Ball State U)
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Essential Components
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Optional Components
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Behavior--actions indicating objective achieved
Object--identify focus of learning (knowledge, skill,etc)
Target Groups--subgroups (when objectives differ)
Conditions--when, where behavior must be shown
Performance Criteria--form of behavior, min. level
Performance Stability--frequency, duration, stability
Example
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After analyzing & interpreting info from public opinion polls, the
graduating journalism major will be able to communicate results to
at least 3 different audiences in written, oral, & graphic forms
Guidelines for Evaluating Objectives
Number of objectives limited (3-5)?
 Refers to student behaviors?
 Clear, simple language; action verbs?
 Is outcome reasonable, achievable?
 Objective assessable by multiple methods?
 Objectives validated by colleagues?
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Assessing important outcomes? Troublesome
ones? Results of new initiatives?
Sample Objectives and Intended
Learning Outcomes
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Books (e.g., by Nichols, J.O. et al, Agathon Press)
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Internet
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A practitioner’s handbook for institutional effectiveness and
student outcomes implementation
Assessment case studies: Common issues in implementation w
various campus approaches to resolution
The departmental guide and record book for student outcomes
assessment and institutional effectiveness
http://www2.acs.ncsu.edu/UPA/survey/resource.htm
Local
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g:\zurarm\assessment\sample.plans\
What’s Next:
The Assessment Process Revisited
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State the broad educational purposes and goals of your
program
State your more specific objectives and intended outcomes
Select appropriate assessment methods and measures;
establish target criteria
Gather data using assessment methods & measures chosen
Analyze and interpret findings; report to stakeholders
Identify, implement changes to your educational program
Revise assessment objectives, methods, measures, criteria
as appropriate
What’s Next:
A More Specific Look at the Next Step
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Select Assessment Methods & Measures
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Criteria by which to select measures
Strengths & weaknesses of various measures
Matching objectives to measures
Scheduling of, Responsibility for Assessment
Establishing Target Criteria
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Level of performance desired? When is objective met?
Do target criteria vary over time (Entry? Graduation?)
What conditions necessary before objective can be met?
Concluding Remarks
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Goals & Objectives Needn’t Reflect Present
 can
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Not all Actual Outcomes are the Intended or
Expected Ones
 side
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reflect hopes, future; serve as guide
effects & surprises can be informative
Any Progress is Better that Inertia or
Regression
 don’t
wait for “perfect” goals or objectives
Need Help?
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Books and Periodicals
 see
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Internet Resources
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references in this & previous workshop
url’s in this & previous workshop
Local Resources
 Upcoming
Workshops
 Assessment Newsletter, Brochures
 Assessment Committee Members