Evidence of Success:
Assessing Student
Learning Outcomes in
International Education
Dr. Darla K. Deardorff
Association of International
Education Administrators
Duke University
D.K. Deardorff, Duke University, 2012
Overview

Definitions, Context, Key Questions

Framing Assessment: Logic Model


Framing Global Human Resources
Outcomes: Intercultural
Competence Framework
Implementing Assessment
D.K. Deardorff, Duke University, 2012
Definitions


Assessment – information on and for
student learning
Evaluation – applied research,
systematic investigation for program
improvement
Key: Defined criteria (objectives)
D.K. Deardorff, Duke University, 2012
Levels

Institution

Program/Department

Student
Inputs (resources), Outputs
(numbers), Outcomes at each level
D.K. Deardorff, Duke University, 2012
Assessment-International
Education Contexts

“At Home” – curriculum, extra-curricular activities,
community involvement/impact, domestic/internat’l
student interaction, policy, financial/economic, campus
climate

Abroad (Cross-border) – involves crossborder delivery of education through exchange, distance
and e-learning, branch campuses, partnerships, host
community impact
D.K. Deardorff, Duke University, 2012
Key Questions



What is the evidence of student
success in international education?
How will students know they have
been successful in their learning?
How will others know that our
students are successful ?
D.K. Deardorff, Duke University, 2012
ASSESSMENT APPROACH

PROGRAM LOGIC MODEL…

…Program “road map:”
1) Where are you going?
2) How will you get there?
3) How will you know when you’ve
arrived?
D.K. Deardorff, Duke University, 2012
APPROACH
Moving beyond
OUTPUTS to OUTCOMES
What are indicators of success in
international education?
What are meaningful outcomes (results) of
internationalization efforts?
D.K. Deardorff, Duke University, 2012
__________________________________________________________________________
INTERNATIONALIZATION
at institutions of higher education
Inputs/Resources
needed for implementation of components of internationalization
|
Activities/Components of Internationalization
(college leadership, faculty involvement, curriculum, study abroad, international
students/scholars/faculty, international co-curricular units)
|
Outputs of Internationalization
(i.e., number of international students, number of study abroad programs, number of students
studying foreign languages, etc.)
|
Outcomes of Internationalization
Intercultural competence – what is it?
How do higher education administrators define it? intercultural experts?
How can it be assessed?
= Long-Term Impact of Internationalization
_______________________________________________________________
D.K. Deardorff, Duke University, 2012
General program logic model applied to internationalization. (Deardorff, 2004,)
Program Logic Model - Inputs

WHAT is invested in the program

Inputs include resources such as
faculty, staff, money, time,
partners
D.K. Deardorff, Duke University, 2012
Program Logic Model Activities

What we DO

Includes learning opportunities training, curriculum, education
abroad, etc.
D.K. Deardorff, Duke University, 2012
Program Logic Model Outputs

WHO participates

Includes numbers of international
students, % of students studying abroad,
number of international courses, etc.
D.K. Deardorff, Duke University, 2012
Program Logic Model OUTCOMES

The meaningful RESULTS of what we do

Provides the meaning behind the outputs
(numbers)
D.K. Deardorff, Duke University, 2012
Program Logic Model - Impact

What are the long-term
RESULTS?

Includes decisions, policy
changes, impact on conditions
(human, economic, civic, etc)
D.K. Deardorff, Duke University, 2012
Framing Assessment
Inputs
 Activities
 Outputs
 Outcomes
 Impact

D.K. Deardorff, Duke University, 2012
ASSESSING OUTCOMES
Starting point
(Alignment is key! ):
Mission Statement
into
Goals
into
Measurable Objectives
D.K. Deardorff, Duke University, 2012
Framing Global Human
Resources Outcomes

Defining intercultural competence….

Knowledge, Skills, Attitudes

Internal and External Outcomes
(see Deardorff, 2006, 2009 – Deardorff ICC
Framework handout)
D.K. Deardorff, Duke University, 2012
Example:
Global Learning Goal


Goal: Develop interculturally
competent students
Outcome: Students will state 3
different cultural perspectives which
can give alternative solutions to the
given situation/problem
Well defined, specific measurable objectives,
aligned and integrated assessment
measures
D.K. Deardorff, Duke University, 2012
Where to go from here…

Articulate and define your goals and
outcomes

Prioritize the key goals/outcomes

Determine methods based on prioritized
goals/outcomes
EAIE 2009- Deardorff presentation
Assessment Methods

Methods determined by clearly
articulated assessment questions
Include:

DIRECT METHODS

INDIRECT METHODS
= COMBINATION OF QUANTITATIVE AND
QUALITATIVE METHODS
D.K. Deardorff, Duke University, 2012
DIRECT METHODS
=Demonstration of
student learning (authentic






assessment)
Embedded course assessment
Portfolios
Performance
Testing
Papers/projects
Capstone
D.K. Deardorff, Duke University, 2012
INDIRECT METHODS
=Perception of
student learning





Surveys (inc. self-assessments)
Interviews
Focus groups
Curriculum/transcript analysis
Documented data
D.K. Deardorff, Duke University, 2012
Implementing Assessment
1) Assessing Institutional Context &
Resources
2) Putting together an Assessment
Team
3) Developing an Assessment Plan
4) Garnering Support for the
Assessment Plan
5) Implementing the Plan
D.K. Deardorff, Duke University, 2012
Assessment Process/Cycle







Define outcomes (based on mission/goals)
and establish measurable criteria
Identify appropriate assessment methods
Collect data
Analyze data
Use data – design and apply changes
Communicate data
Evaluate the assessment process
D.K. Deardorff, Duke University, 2012
Using Assessment Results
•
•
•
•
•
•
•
Improving student teaching &
learning
Curriculum/program improvement
Inform decision-making
Secure resources
Accountability
Advocacy
Academic legitimacy/faculty support
D.K. Deardorff, Duke University, 2012
Assessment – Lessons Learned






Collaborate - Put together
Assessment Team
Adapt - Build on what you have
Measure – what is valued (align!)
Plan - Develop assessment plan
Use – use what you assess
Support – from leadership,
stakeholders
D.K. Deardorff, Duke University, 2012
Deardorff, 2008
Final thought
“….assessment efforts should not be
concerned about valuing what can be
measured but, instead, about
measuring that which is valued.”
(Banta, et al, 1996)
D.K. Deardorff, Duke University, 2012
Thank you….

…. Domo Arigato!
D.K. Deardorff, Duke University, 2012
For further information….
Bolin, M. C. (2007). A Guide to Outcomes Assessment in Education Abroad.
Forum on Education Abroad.
Deardorff, DK (2006) Identification and Assessment of Intercultural
Competence in Journal of Studies in International Education (Fall 2006).
Deardorff, DK (2007). Principles of International Education Assessment in
IIENetworker (Spring 2007).
Deardorff, DK (2009). The SAGE Handbook of Intercultural Competence,
(Sage).
Green, M.F., Luu, D. & Burris, B. (2008). Mapping Internationalization on US
Campuses: 2008 Edition. Washington DC: ACE.
For additional articles on these topics, please contact
Darla K. Deardorff at d.deardorff@duke.edu
D.K. Deardorff, Duke University, 2012