Student Learning Outcomes
Workshop
September 26th, 2007
What is Assessment?

Assessment is the systematic gathering
and analysis of information to inform
and improve student learning in the
context of specific educational goals
Assessment Cycle
Revise
Program
Develop
Plan
Review
Results
Collect
Information
Why is assessment necessary?

Demanded by accrediting body
From Middle States:
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“Assessment of student learning demonstrates that the
institution’s students have knowledge, skills, and
competencies consistent with institutional goals and that
students at graduation have achieved appropriate higher
education goals…In order to carry out meaningful
assessment activities,
institutions must articulate statements of expected
student learning at the institutional, program, and
individual course levels…
Course syllabi or guidelines should include expected
learning outcomes…Assessment is not an event but a
process and
should be an integral part of the life of the institution”
Why is assessment necessary?

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Demanded by accrediting body
Want it to be based on internal vs.
external standards

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Spellings Report/ AAC&U Debate
Feedback for department
Accountability to students
Assessment vs. Grading

More informative

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Details what skills have been attained
Gives feedback on how to improve
Absorbs individual differences in
evaluation
More focused on long-term retention
Qualitative data is more valued
Assessment steps
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1. Develop learning objectives
2. Check for alignment between
curriculum & objectives
3. Develop an assessment plan
4. Collect assessment data
5. Use results to improve the program
6. Routinely examine the assessment
process & correct as needed
Important distinctions:

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Mission: broad vision of purposes &
values of program
Program goals: broad statement re
knowledge, values, & skills acquired
through student’s program of study
Learning objectives: operationalize
program goals
Example: Psychology Dept.
Muhlenberg College

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Mission Statement:
The Psychology Department at Muhlenberg
College is a vibrant department with an active
faculty and involved students. Through
research and coursework, independent theses
and informal interactions, the psychology
faculty offer students a superior
undergraduate experience and strive to fulfill
the mission of the college as well as
addressing the goals outlined below.
Psychology Dept. Muhlenberg
College:

Program Goals: students will…
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Know the theories, models, and findings of
psychology
Develop effective writing, speaking, and
listening skills
Learning Objectives: students can…
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write a report in APA style
make an argument supported by available
evidence and reason
Example: U Arizona Math Dept.

http://math.arizona.edu/resources/head
office/mission.html
Examples:

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www.Assessment.gmu.edu/ProgramGoals/ind
ex.html
Communications:
http://www.assessment.gmu.edu/ProgramGo
als/CHSS/comm-BA/IGoals.cfm
Economics:
http://www.assessment.gmu.edu/ProgramGo
als/CHSS/econ-BA/IGoals.cfm
Art History:
http://www.assessment.gmu.edu/ProgramGo
als/CHSS/arth-BA/IGoals.cfm
1. Defining Learning Objectives
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Use active verbs to describe a behavior
that demonstrates learning
Identify expected depth of processing
Distinguish between absolute and
value-added expectations
Exercise: Learning Objectives
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Communications students can…
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speak more effectively when seeking to inform or
persuade.
analyze material written by others in order to effectively
interpret and share that material with an audience.
access the information society including basic procedures
for effective research, internet access, and writing.
How to: Top-Down

Look at mission statement
AUP Mission statement
General Education Goals:

The goal of an AUP education is ultimately to
nurture the development of individuals to
become independent thinkers, adaptable
lifelong learners, and active contributors to
society. Students are encouraged to translate
intellectual endeavor into civic responsibility,
and to apply the lessons of history to today’s
exigencies and those of the future.
General Education Pillars:

I: Knowledge and Perspectives
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II: Intellectual skills
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To (examine the influence) of the written word
and other media
To apply methods that describe, predict, and
intervene in the natural and social worlds
Speaking & debating effectively in public
Working efficiently in teams
III: Contexts
IV: Creativity and Production
How to: Bottom-up

Look at catalog, syllabi, assignments, &
examinations
How to cont’d
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Discuss with colleagues the value-added
of studying your discipline
Describe ideal graduate of program
Ask students, alumni, & employers
Look at other departments and/or
professional associations
Look at criteria for acceptance into
graduate program
2. Aligning to curriculum
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Check whether/when learning
objectives are introduced and reinforced
More important learning objectives are
introduced earlier
Summative learning objectives are built
into senior projects
How to: Alignment
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Alignment matrix (example)
Helps identify whether courses and/or
learning goals should be adjusted
Example Alignment Matrix
Course
L.O. 1 L.O. 2 L.O. 3 L.O. 4 L.O. 5 L.O. 6
100
120
200
204
300
329
400
480
490
I
I
P
P
P
I
P
P
P
D
P
P
D
P
D
I = Introduced
D
P = Practiced
D = Demonstrated
D
D
3. Developing an Assessment Plan
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Multi-year program
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Select multiple measures
Select sample of students
Start small, with areas most competent in
Annual report as record of ongoing
assessment
Assessment plan itself should be continually
evaluated
Assessment Plan Matrix
Learning
Objective
How aligned How
in curriculum assessed
When/ How
often?
Examples:
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http://www.oir.uiuc.edu/assessment/pla
ns/english_department.htm
http://programs.weber.edu/assessment/
participants/assessment%20plan/physic
sap.htm
4. Collect Assessment Data
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Want different assessment techniques to
triangulate (see handout)
Direct (performance) vs. indirect (perception)
Collecting student work
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Writing samples @ diff stages, senior projects
Exit & Alumni surveys
External evaluators
Scoring Rubrics
Analytic Rubric for Grading
Oral Presentations
Below Expectation Satisfactory
Exemplary
Organization
No apparent
organization. Evidence
is not used to support
assertions. (0-2)
The presentation has
a focus and provides
some evidence that
supports conclusions.
(3-5)
The presentation is
carefully organized
and provides
convincing evidence
to support
conclusions (6-8)
Content
The content is
inaccurate or overly
general (0-2)
The content is
generally accurate,
but incomplete (5-7)
The content is
accurate and
complete. (10-13)
Style
The speaker appears
anxious &
uncomfortable…
dependent on notes…
(0-2)
The speaker is
generally relaxed &
comfortable, but too
often relies on notes.
(3-6)
The speaker is
relaxed & comf,
speaks without
depending on notes.
(7-9)
Total Score
Score
Assessment Cycle
Revise
Program
Develop
Plan
Review
Results
Collect
Information