Assessment of Student Learning

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STUDENT LEARNING
OUTCOMES ASSESSMENT
Cycle of Assessment
Institutional &
Program/
Department
Goals
Course Goals/
Intended
Outcomes
Means
Of Assessment
And Criteria
For Success
Use of Results
To Implement
Change
Summary of
Data
Collected
Where to Start?



Lesson Plans
Syllabi Review
Course Descriptions


Reflect accurate focus?
Collaborative Effort

Are goals for a course shared by all
sections?
Teaching Goals Inventory
When Planning a Lesson :



What do you want students to “get”
from the lesson?
How can this be articulated so that
you will be able to know if the
students “got it”?
Articulate as a goal or outcome in
order to assess if students met goal
of lesson
Scaffolding:



What are the specific goals of using
scaffolding?
What are your expectations?
How will you know if scaffolding
worked?
Principles of good goals:




Singular
Measurable
Observable
Reasonable
Use action words
Bloom’s Taxonomy of Cognitive
Domain
Level
Action Verbs

Evaluation

compare, judge,
defend, appraise

Synthesis

compile, compose,
create, predict

Analysis

infer, deduce, diagram,
outline

Application


Comprehension
change, demonstrate,
operate, solve


Knowledge
discriminate, estimate,
explain, generalize

define, list, identify,
recite
Observable

Use action words
Students WILL:
“interpret”
“analyze”
“demonstrate”
“compose”
“identify”
What is one goal for tomorrow’s class?
Students will ______________
Is this goal:
 Observable?
 Singular?
 Measurable?
Cycle of Assessment
Institutional &
Program/
Department
Goals
Course Goals/
Intended
Outcomes
Means
Of Assessment
And Criteria
For Success
Use of Results
To Implement
Change
Summary of
Data
Collected
Means of Assessment & Criteria for
Success:
How do you know:
Students met the goal?
And to what extent?
Types of Assessment (specifically for
classroom assessment)




Minute papers
The Muddiest Point
One sentence summary
Directed paraphrasing
Examples of Direct & Indirect Measures of
Student Learning at the Course Level
Direct:
Homework assignments
Exams and quizzes
Standardized tests
Reports
Class discussion
Rubric scores for
writing or
presentations
Grades directly related
to learning goals
Indirect:
Course Evaluations
Number of hours
students spend on
homework
Assessment of Student
Learning survey
responses
Grades that are not
based on criteria
directly related to
learning goals
Test Blueprints


List of the key learning outcomes to
be assessed on a test
Includes number of points or test
questions aligned to each learning
goal
RUBRICS



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Criterion-based rating scale
Establishes guidelines in evaluating
assignments
Can be simplistic or comprehensive
Should be pre-tested
Simple Checklist Rubric

Are important components of an
assignment reflected in students
work?
Simple Rating Scales

Categorizes work:
5=Excellent
4=Good
3=Satisfactory
2=Fair
1=Poor
Detailed Rating Scale




Provide common performance
standards
Make scores more consistent
Can be given to students along with
the assignment
Clear expectations- students will
know what is expected of them
Example of a Detailed Rating Scale
Research Paper
Research Methods
(35 pts)
Organization (30
pts)
Original Thinking
(25 pts)
Citations (10 pts)
Excellent
Proficient
Fair
Poor
Implementing the Assessment:





Will the means of assessment
measure what you want to find out
Inform students
Explain why- to make
improvements, not to grade
Read/review as soon as possible
Time: For “quick” assessments: 1-2
minutes per student assessment
Criteria for Success
Overall
Primary total
rating
Component
Secondary, more
detailed.
Identify scores
which would
elicit further
review by
faculty
Establishing Criteria for Success


Reasonable expectation of work
Expressed in specific terms


(overall) “At least 75% of class will
receive a rating of a 3.0 or better on
the organization component of the
research paper rubric”
(overall) “The average number of
points earned in the first section of the
exam will be at least 15”
 (component) “No more than 5% will
earn 5 points or less”
Cycle of Assessment
Institutional &
Program/
Department
Goals
Course Goals/
Intended
Outcomes
Means
Of Assessment
And Criteria
For Success
Use of Results
To Implement
Change
Summary of
Data
Collected
Summary of Data Collected



What were your results?
Did you meet, exceed or fall below
your target?
What do the results tell you?

Hypothesize
Results Should:




Show to what extent goals were
accomplished
Be linked to use of assessment
means chosen
Detailed to show the assessment
took place
Justify the “use of results”
Results Should Not:



Be statistically unlikely
Match criteria of success exactly
Not be used
Informing Students of Results:


What did you learn from students’
responses?
Mode of informing students


Handout or through discussion (e.g.
40% thought “X” was the muddiest
point.)
Discuss any changes:


You’ll make
Students should make
Cycle of Assessment
Institutional &
Program/
Department
Goals
Course Goals/
Intended
Outcomes
Means
Of Assessment
And Criteria
For Success
Use of Results
To Implement
Change
Summary of
Data
Collected
Using Results
-Is the use of results substantive
enough?
-Do you need to modify your
pedagogy, lesson plan, goals,
targets or assessment tools?
-Detailed enough?
-Communicated to the appropriate
parties? (your students,
department Chair, Dean)
Using Assessment Results
Results
Reason/Hypothesis
Action
Taken
*: Table adapted from “Student Learning Assessment, Options and
Resources” by Middle States Commission on Higher Education.
If Results are Positive:


Celebrate your successes!
Let colleagues know!
If Results are Not So Positive:

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What needs to be modified?
Work with colleagues
Don’t get discouraged!
Some Tips:

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Start off in one class
Try out on yourself first
Don’t make it a chore/burdensomekeep it simple
Take note: first few times it will
take a little longer
Close the loop!
Next Steps:
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Continue the assessment cycle
Share with department
Create an assessment process
Visit Office of Institutional Research
& Assessment with any questions!
Questions?
Kimberly Gargiulo, Coordinator of Assessment
Office of Institutional Research and
Assessment
S 752
220-8331
[email protected]
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