The Learning-centered Institution:
Pedagogy and Assessment for
Student Success
Amy Driscoll
WASC EDUCATIONAL SEMINAR
February 2008
Key Ideas
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Hallmarks of a Learning-centered Education
Defining Student Success
A Learning-centered Assessment Process
Designing Learning-centered Courses,
Programs, and Pedagogy
Cycle of Assessment for Improving Learning
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Learner-Centered=Student Success
WHY?
Hallmarks of Learningcentered Education
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Curriculum
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Pedagogy
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Assessment
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Learning-centered Curriculum
Synthesizes content
 Builds on previous learning
 Integrates education and experience
 Communicates values for and connection to
student lives
 Attends to learning needs
= RELEVANCE, LONG-TERM MEMORY,
MOTIVATION, RESPONSIVE
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Learning-centered Pedagogy
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Students have clear expectations
Students are actively involved
Students apply knowledge to important issues and
problems
Student find relevance and value
Students experience support and feedback for
learning
Students are able to practice and take risks
=CONFIDENCE, ENGAGEMENT, PERSONAL LEARNING,
SECURE ENVIRONMENT
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Learning-centered Assessment
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Assessment is ongoing not episodic.
Students understand and value the criteria,
standards, and methods by which they are
assessed.
The purpose of assessment is to improve
student learning.
Faculty consider student perspectives.
The assessment activity makes sense to
students.
=OWNERSHIP, SECURITY, CLARITY
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Processes for Developing
Learner-centered Education
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Reflect on purpose of assessment and define
Align pedagogy/assessment with mission and
values of institution, department, faculty
Articulate goals, outcomes, evidence, criteria,
and standards
Design curriculum and pedagogy to achieve
learning outcomes
Conduct collaborative review of student
evidence
Use review to improve learning
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Developing Learning-centered
Assessment
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Describe educational culture - fit?
Engage in inquiry process-focus on
student success
Study list of possible purpose(s)
Consider how assessment can support
your intentions for student success
Define assessment with the inclusion of
student success
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Possible Purposes for Assessment:
which purposes support student success?
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Provide feedback to students
Classify or grade achievement
Enable students to correct errors and improve
learning
Motivate students focusing on their sense of
achievement
Consolidate and summarize student learning
Estimate students’ potential to progress to other
courses
Help students apply learning to practical contexts
Give us feedback on how effective we are at
promoting learning
Provide data for internal and external accountability10
Possibilities:Purpose/Definition
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“The purpose of assessment is to
improve learning” (Angelo, 2000)
“Assessment is a dynamic pedagogy
that extends, expands, enhances, and
strengthens learning” (Driscoll, 2001)
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Thinking about Assessment
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Does assessment flow from the institution’s
mission and reflect the educational values?
from the department’s mission?
Does assessment address questions that
people really care about?
Does assessment help faculty fulfill their
responsibilities to students, to the public?
Does assessment promote student success?
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Starting with Mission…
Missions contribute meaning to
our definition of student success
with the uniqueness of the
institution.
Aligning Mission with
Educational Goals for
Assessment
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Our central mission is to develop lifelong learning skills, impart society’s
cultural heritage, and educate and
prepare for both the professions and
advanced study.
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Aligning Values With
Educational Goals
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ESU has a commitment to academic
and personal integrity.
GOALS: Academic Integrity
Personal Integrity
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School/Departmental Missions
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“respond effectively to issues of diversity,
ambiguity, and conflict as natural parts of
American politics”
(Division of Political Science)
“work toward influencing health behaviors
through modification of lifestyles and changes
to the environment” (School of Community
Health)
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Assessment Protocols
for Learning-centered Assessment
OUTCOMES
GOAL
Evidence
Criteria
Standards:
a) Exemplary Achievement
b) Satisfactory Achievement
c) Unsatisfactory Achievement
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Goals
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Broad descriptions
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Categories of learning outcomes
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End toward which efforts are
directed
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Examples of Goals
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Critical Thinking
Citizenship in a Democracy (Grad.
School of Education)
Team work and Collaboration (School of
Community Health
Ethics
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Impact of Goals on Student
Learning & Success
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Focuses student learning efforts for increased
success
Translates mission and values to help make
sense of learning
Provides rationale for and makes meaning of
curriculum and pedagogy to motivate for
success
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Student Learning Outcomes
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Refer to Results in Terms of Specific Student
Learning, Development, and Performance (Braskamp and
Braskamp, 1997)
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Answer the Question – “What Do We Expect of
Our Students?” (CSU Report 1989)
Describe Actual Skills, Understandings, Behaviors,
Attitudes, Values Expected of Students
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Examples of Outcomes
Math: Use arithmetical, algebraic, geometric and statistical
methods to solve problems.
Ethics: Identify and analyze real world ethical problems or
dilemmas and identify those affected by the dilemma.
Culture and Equity: Analyze and describe the concepts of
power relations, equity, and social justice and find examples
of each concept in the U.S. society and other societies.
Team work: Listens to, acknowledges, and builds on the ideas of
others.
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Impact of Outcomes on
Student Learning & Success
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Directs student learning efforts for greater
success
Motivates student learning efforts for greater
success
Promotes deep learning due to understanding
of expectations which leads to greater
success
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Evidence
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Student Work that Demonstrates
Achievement of Outcomes
(Assignments, Projects, Presentations,
Papers, Responses to Questions, Etc.)
Designed for appropriate level of
learning expectations (outcomes)
Opportunity for Different Ways of
Demonstrating Learning
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Examples of Evidence
Teamwork
Role play or case study
Project or problem solving assignment
Math
Mathematical and statistical projects and papers
Ethics
A written account
A multi-media presentation or display board
An audio tape
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Impact of Evidence on
Student Learning & Success
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Limit or expand the ways they demonstrate
learning - success for all students?
Enrich and enhance learning and success
Provide opportunity to integrate experience
with learning for enhanced success
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Criteria
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Qualities Desired in Student Work (Evidence)
Represent Powerful Professional
Judgment of Faculty
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Guide Student Learning Efforts
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Promote Lifelong Learning
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Support Faculty in Making Objective
Evaluations
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Examples of Criteria
Math
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Accuracy
Complexity
Clarity and Coherence
Ethics
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Complexity (broad, multifaceted, interconnected)
Conscious Awareness
Culture and Equity
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Range of Cultures
Reflectivity and Integration
Teamwork
 Respect
 Flexibility
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Impact of Criteria on Student
Learning & Success
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Promotes confidence in their learning
efforts = success
Promotes qualities of life-long learning
= life success
Promotes habits of self assessment =
success
Promotes student’s sense of fairness of
evaluation = increased effort = success
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Standards/Rubrics
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Describe Different Levels of Criteria
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Describe Specific Indications of Criteria
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Promote Understanding of Criteria
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Support Faculty in Making Objective
Evaluations
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Examples of Standards/Rubrics
Math (Accuracy)
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Satisfactory: Contains few errors and those errors do not significantly
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undermine the quality of the work.
Considers and uses data, models, tools or processes that
reasonably and effectively address issues or problems.
Unsatisfactory: One or more errors that significantly undermine the quality
of the work.
Uses data, models, tools or processes in inappropriate or
ineffective ways.
Ethics (Complexity)
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Standard for Excellent: Consistently views sophisticated and significant
dilemmas and issues with a broad focus and from multiple perspectives.
Standard for Satisfactory: Usually views sophisticated and significant
dilemmas and issues with a broad focus, but may sometimes use a more narrow focus
and may use fewer perspectives.
Standard for Unsatisfactory: Mainly views issues and dilemmas in simple
terms and usually does so with a limited focus and minimal perspectives.
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Impact of Standards on
Student Learning & Success
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Guides level of student investment =
focused success
Provides insight into the assessment
process – understanding leads to
success
Promotes confidence in how their work
will be evaluated – security in learning
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Assessing Student Learning:
Course, Program and
Institutional Levels
7.
Revise outcomes
and criteria,
Improve pedagogy
and curriculum for
learner success
6.
Review and
analyze student
evidence
5. Collect evidence of
student achievement
4.
Make outcomes, evidence, criteria, and
standards “public and visible” (syllabi,
programs, brochures)
1.
Preparation: Determine
purpose(s) and
definition of
assessment; Examine
mission and values
2.
Design
assessment:
Articulate goals,
Develop clear
outcomes,
evidence, criteria,
and standards
3. Alignment of
curriculum and
pedagogy with learning
outcomes
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Step 3: Aligning Curriculum
and Pedagogy with Learning
Outcomes
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Outcomes and Criteria as Planning Focus
Faculty Alignment Grids
Learner Grids
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Student Learning Outcome
Example: Implications?
Students describe and assume personal
responsibility in collaborative
endeavors, and respect and support the
contributions of others.
Students analyze ethical issues from a
variety of cultural perspectives.
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Standard:Multiple Perspectives
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EXCELLENT
The student examines his or her own thinking
and experiences and those of others with
consistent analysis of both for different
perspectives on issues; he/she empathically
considers those affected by the decisions and
and weighs diverse possibilities from others’
perspectives before moving to action.
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Step 4: Making Learning
Outcomes ---Leads to Success
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Public and Visible
 Relevant and Meaningful
 Motivating and Supportive of Learning
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Step 5: Collect Evidence of
Student Achievement
Collect representative samples from each
course
Organize collaborative faculty teams for
review
Use outcomes, criteria, and directions for
assignments or assessments
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Step 5: Review and Analyze
Evidence
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Read holistically to determine whether
outcomes are achieved (reliability).
Several readings to identify examples of
criteria (validity).
Final reading for insights about
pedagogy, class structure and
environment, and learning supports.
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Changes in Teaching, Assessment and
Reflection on Pedagogy to Promote
Student Success
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Scaffolding
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Iterative assessment
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Assessment used as a teaching tool
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Processes for Developing Learningcentered Education and Student Success
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Develop purpose and definition
Review/analyze mission and values
Articulate goals, outcomes, evidence, criteria,
and standards
Designing curriculum and pedagogy
Make assessment public and visible
Systematically collect student evidence
Conduct collaborative review of student
evidence
Use review to improve learning
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SUMMARY
Outcomes-based assessment will
intentionally focus your teaching,
curriculum, and assessment on student
learning in ways that are authentic,
helpful to you and your students,
provide accountability for you and
others, and actually increase student
success.
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INSPIRATIONS:
Let’s begin to think of students as
scholars and teach accordingly.
Let’s model how to learn from mistakes.
Let’s work to elevate learning to the level
of identity rather than level of
accomplishment.
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