youngstown state university september 2011 susan hatfield winona state university winona, mn...

Youngstown State UniversitySeptember 2011

Susan HatfieldWinona State University

Winona, MN SHatfield@winona.edu

Assessing your Assessment Plan

YSU Added note: the first four slides are introduction

slides

What is the focus of your

assessment efforts?

Accreditation

Reporting

Number & Amount Quality & Utility

Interpreting

Learning

Internal Questions

External Questions

Collecting it Using it

Compliance Commitment

Promoting a Culture of Learning

Promoting a Culture of Learning

BEGINNING PROGRESS MATURING

Workshops, Speakers and Consultants on student

learning

Ongoingdialogue on

studentlearning,

development andmeasurement of

learning outcomes

Student learninghas become central to the institution and student

learning,performance, andachievement are

celebrated

Promoting a Culture of Learning

BEGINNING PROGRESS MATURING

Activities

Events

SystemsProcesses

Traditions

Promoting a Culture of Learning

BEGINNING PROGRESS MATURING

Occasional Usual

External InternalAccreditation Improvement

Surface EmbeddedIndividual Structural

Isolated Pervasive

Promoting a Culture of Learning

BEGINNING PROGRESS MATURING

Occasional Usual

External InternalAccreditation Improvement

Surface EmbeddedIndividual Structural

Isolated PervasiveLEADERSHIP

KNOWLEDGE

RESOURCES

COMMUNICATION

COMMITMENT

Promoting a Culture of Learning

BEGINNING PROGRESS MATURING

What are you measuring?

The relationship between values and measures

Measures

Values

Do you have measurable,

meaningful program level student learning

outcomes?

Reviewing Student Learning Outcomes

• A: Student Learning or Program Effectiveness?

What the student / faculty / staff will

√ Know√ Do

Assessing Assessing Learning

What the course / program /department / areawill do or achieve• Participation• Support• Improvement• Placement • Retention• Development• Satisfaction.

Assessing Program Effectiveness

Assessing Program Effectiveness

• Satisfaction surveys• Exit interviews & focus groups• Observations• Follow-up studies• Retention and transfer studies• Length of time to degree• Efficiency, accuracy of services performed• Number of students served, repeat visits• Self report of impact on those served• Graduation and transfer rates• Placement rates.

Reviewing Student Learning Outcomes

• A: Student Learning or Program Effectiveness?

• B: Reasonable Number?

Exertion without Intention

Exhaustion

Intention without Exertion

Intention and Exertion

Outcomes can overlap

OutcomeOutcome

OutcomeOutcome

Common Core

OutcomeOutcome

OutcomeOutcome

OutcomeOutcome

Program A

OutcomeOutcome

OutcomeOutcome

OutcomeOutcome

OutcomeOutcome

Program B

OutcomeOutcome

OutcomeOutcome

OutcomeOutcome

OutcomeOutcome

OutcomeOutcome

Program

C

OutcomeOutcome

OutcomeOutcome

OutcomeOutcome OutcomeOutcome

OutcomeOutcome

OutcomeOutcome

Program D

Reviewing Student Learning Outcomes

• A: Student Learning or Program Effectiveness?

• B: Reasonable Number?• C: Tied to mission / goals?

Mission

General Education

AcademicPrograms

Vision

Student Affairs

ExternalAgencies

Reviewing Student Learning Outcomes

• A: Student Learning or Program Effectiveness?

• B: Reasonable Number?• C: Tied to mission / goals?• D: Appropriate format?

• Format for learning outcomes:

Students / Faculty / Staff will be able to

<<action verb>> <<something>>

Students / Faculty / Staff will be able to <action verb>, <action verb>, and <action verb>, <something>, <something else>, and <another thing>.

Reviewing Student Learning Outcomes

• A: Student Learning or Program Effectiveness?

• B: Reasonable Number?• C: Tied to mission / goals?• D: Appropriate format?• E: Cognitively appropriate?

KNOWLEDGECOMPREHENSION

APPLICATIONANALYSIS

SYNTHESISEVALUATION

CiteCountDefineDraw

IdentifyList

NamePointQuoteRead

ReciteRecordRepeatSelectState

TabulateTell

TraceUnderline

AssociateClassifyCompareComputeContrast

DifferentiateDiscuss

DistinguishEstimateExplainExpress

ExtrapolateInterpolate

LocatePredictReportRestateReview

TellTranslate

ApplyCalculateClassify

DemonstrateDetermineDramatize

EmployExamineIllustrateInterpretLocate

OperateOrder

PracticeReport

RestructureScheduleSketchSolve

TranslateUse

Write

AnalyzeAppraiseCalculate

CategorizeClassifyCompareDebate

DiagramDifferentiateDistinguish

ExamineExperiment

InspectInventoryQuestionSeparate

SummarizeTest

ArrangeAssemble

CollectComposeConstruct

CreateDesign

FormulateIntegrateManageOrganize

PlanPrepare

PrescribeProduceProposeSpecify

SynthesizeWrite

AppraiseAssessChoose

CompareCriticize

DetermineEstimateEvaluate

GradeJudge

MeasureRankRate

RecommendReviseScoreSelect

StandardizeTest

Validate

KNOWLEDGECOMPREHENSION

APPLICATIONANALYSIS

SYNTHESISEVALUATION

CiteCountDefineDraw

IdentifyList

NamePointQuoteRead

ReciteRecordRepeatSelectState

TabulateTell

TraceUnderline

AssociateClassifyCompareComputeContrast

DifferentiateDiscuss

DistinguishEstimateExplainExpress

ExtrapolateInterpolate

LocatePredictReportRestateReview

TellTranslate

ApplyCalculateClassify

DemonstrateDetermineDramatize

EmployExamineIllustrateInterpretLocate

OperateOrder

PracticeReport

RestructureScheduleSketchSolve

TranslateUse

Write

AnalyzeAppraiseCalculate

CategorizeClassifyCompareDebate

DiagramDifferentiateDistinguish

ExamineExperiment

InspectInventoryQuestionSeparateSu rize

Test

ArrangeAssemble

CollectComposeConstruct

CreateDesign

FormulateIntegrateManageOrganize

PlanPrepare

PrescribeProduceProposeSpecify

SynthesizeWrite

AppraiseAssessChoose

CompareCriticize

DetermineEstimateEvaluate

GradeJudge

MeasureRankRate

RecommendReviseScoreSelect

StandardizeTest

Validate

Lower level courseoutcomes

KNOWLEDGECOMPREHENSION

APPLICATIONANALYSIS

SYNTHESISEVALUATION

CiteCountDefineDraw

IdentifyList

NamePointQuoteRead

ReciteRecordRepeatSelectState

TabulateTell

TraceUnderline

AssociateClassifyCompareComputeContrast

DifferentiateDiscuss

DistinguishEstimateExplainExpress

ExtrapolateInterpolate

LocatePredictReportRestateReview

TellTranslate

ApplyCalculateClassify

DemonstrateDetermineDramatize

EmployExamineIllustrateInterpretLocate

OperateOrder

PracticeReport

RestructureScheduleSketchSolve

TranslateUse

Write

AnalyzeAppraiseCalculate

CategorizeClassifyCompareDebate

DiagramDifferentiateDistinguish

ExamineExperiment

InspectInventoryQuestionSeparate

SummarizeTest

ArrangeAssemble

CollectComposeConstruct

CreateDesign

FormulateIntegrateManageOrganize

PlanPrepare

PrescribeProduceProposeSpecify

SynthesizeWrite

AppraiseAssessChoose

CompareCriticize

DetermineEstimateEvaluate

GradeJudge

MeasureRankRate

RecommendReviseScoreSelect

StandardizeTest

Validate

AdvancedCourse / Program

outcomes

Student Learning Outcomes

• Students will have a basic knowledge of human anatomy.

Student Learning Outcomes

• Interpret a financial statement

Student Learning Outcomes

• Question inconsistent results

Student Learning Outcomes

• Demonstrate the ability to solve problems, to work independently and to work as members of a team.

Student Learning Outcomes

• Be recognized for excellent preparation and will be vigorously recruited by employers.

Student Learning Outcomes

• Students will be able to identify, define, and evaluate……

Student Learning Outcomes

• Students will be able to identify, define, and evaluate……

Student Learning Outcomes

• Students will be able to select, describe, and interpret…..

Reviewing Student Learning Outcomes

• A: Student Learning or Program Effectiveness?

• B: Reasonable Number?• C: Tied to mission / goals?• D: Appropriate format?• E: Cognitively appropriate?• F: Do faculty agree on the definition of

the outcome? (components)

Components

•What are you looking for in student work to be able to tell if they “get it”

•Grading criteria

Goal

Goal

OutcomeOutcomeOutcomeOutcomeOutcome

Communication

Relate Speak ListenParticipateWrite

Component

Component

Component

Component

Communication

Relate Speak ListenParticipateWrite

Component

Component

Component

Component

Component

Component

Component

Communication

Relate Speak ListenParticipateWrite

Component

Component

Component

Component

Component

Component

Component

Component

Component

Communication

Relate Speak ListenParticipateWrite

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Communication

Relate Speak ListenParticipateWrite

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Component

Communication

Relate Speak ListenParticipateWrite

The Reality of Assessing Learning Outcomes:

Why you need common components.

Speaking

volume

poise

conclusion

Speaking

teacher1

volume

poise

conclusion

Speaking

teacher2teacher1

gestures

rate

evidence

volume

poise

conclusion

Speaking

teacher2teacher1teacher3

gestures

rate

evidence

sources

examples

organization

volume

poise

conclusion

Speaking

teacher4teacher2teacher1teacher3

eye contact

style

appearance

gestures

rate

evidence

sources

examples

organization

volume

poise

conclusion

Speaking

teacher5

eye contact

style

appearance

gestures

rate

evidence

sources

examples

organization

transitions

verbal variety

attention getter

teacher4teacher2teacher1teacher3

volume

poise

conclusion

eye contact

style

appearance

gestures

rate

evidence

sources

examples

organization

transitions

verbal variety

attention getter

Can our students deliver an effective Public Speech?

volume

poise

conclusion

eye contact

style

appearance

gestures

rate

evidence

sources

examples

organization

transitions

verbal variety

attention getter

Can our students deliver an effective Public Speech?

volume

poise

conclusion

eye contact

style

appearance

gestures

rate

evidence

sources

examples

organization

transitions

verbal variety

attention getter

Can our students deliver an effective Public Speech?

Are your outcomes differentiated by

degree?

Calculate X

CalculateX

CalculateX

CalculateX

ApplyC

ApplyC

ApplyC

ApplyC

DescribeY

DescribeY

DescribeY

Describey

EvaluateW

EvaluateW

EvaluateW

EvaluateW

DiagnoseZ

DiagnoseZ

DiagnoseZ

DiagnoseZ

Certificate

Associates

Bachelors Masters

Define X

NameC

IdentifyY

ReciteW

ListZ

DescribeX

TranslateC

CompareY

ReportW

ExplainZ

ApplyX

ProduceC

CalculateY

EvaluateW

ManageZ

EvaluateX

ValidateC

Synthesize y

CreateW

DiagnoseZ

Certificate

Associates

Bachelors Masters

Calculate X

CalculateX

CalculateX

CalculateX

ApplyC

ApplyC

ApplyC

ApplyC

DescribeY

DescribeY

DescribeY

Describey

EvaluateW

EvaluateW

EvaluateS

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DiagnoseZ

DiagnoseZ

DiagnoseZ

DiagnoseZ

Major 1 Major 2 Major 3 Major 4

Calculate X

CalculateX

CalculateX

CalculateXDescrib

eY

DescribeY

DescribeY

DescribeyDiagnos

eZ

DiagnoseZ

DiagnoseZ

DiagnoseZ

Major 1 Major 2 Major 3 Major 4

Are your outcomes supported by the

curriculum?

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1

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Program LevelStudent Learning

Outcomes

1xx

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Program LevelStudent Learning

Outcomes 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone

1xx

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Program LevelStudent Learning

Outcomes 1xx 2xx 2xx 2xx 3xx 3xx 3xx

4xx Capstone

1xx

X

X

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Program LevelStudent Learning

Outcomes 1xx

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Capstone

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Program LevelStudent Learning

Outcomes 1xx

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Capstone

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1xx

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

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K

2xx

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A

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Capstone

S

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

K

K

2xx

A

A

2xx

S

2xx

A

A

K

3xx

A

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A

3xx 3xx

A

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A

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S

A

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S

Capstone

S

S

1xx

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

K

K

2xx

A

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2xx

S

2xx

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3xx 3xx

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Capstone

S

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

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2xx

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2xx

S

2xx

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

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2xx

A

A

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2xx

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

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2xx

A

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

K

K

2xx

A

A

2xx

S

2xx

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Capstone

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

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2xx

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A

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S

S

option cluster

1xx

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K

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

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K

K

2xx

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Program LevelStudent Learning

Outcomes 1xx

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Build a curriculum

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

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Program LevelStudent Learning

Outcomes 1xx

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Diagnose Learning Analyze Curriculum

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

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Program LevelStudent Learning

Outcomes 1xx

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Capstone

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Diagnose Learning

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

Do students know the program has

outcomes?

Program Level Outcomes

In the catalogOn the websiteIn department related publicationsOn the syllabi

Do you have a plan for assessing

the outcomes?

Assessment Plan

1xx

K

K

K

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

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A

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K

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

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K

K

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A

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A

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S

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

K

K

K

2xx

A

A

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A

2xx

A

A

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3xx

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Capstone

S

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K

K

K

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

K

K

K

2xx

A

A

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A

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A

A

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Capstone

S

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K

K

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

K

K

K

2xx

A

A

2xx

A

2xx

A

A

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K

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A

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Capstone

S

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K

K

K

7

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Program LevelStudent Learning

Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

K

K

K

2xx

A

A

2xx

A

2xx

A

A

K

K

3xx

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Capstone

S

S

How will know if your students have learned?

Student LearningOutcome

3

2

1

4

Student LearningOutcome

3

2

1

4

Test Questions

1 2 3 4

5 6 7 8

101112

1713141516

9

18

Student LearningOutcome

3

2

1

4

Assignment

1

2

3

4

Student LearningOutcome

3

2

1

4

1

2

Assignment

Student LearningOutcome

3

2

1

4

Experience

Matching Outcomes to Objects

• Logical decision• ? Individual vs. group assignment• ? Amount of feedback provided in

preparation of the assignment• ? Timing / program / semester

Student LearningOutcome

3

2

1

4

Student LearningOutcome

3

2

1

4

Test Questions

1 2 3 4 5 6 7 8 9 10

11 12 1314 15 16 17 18 19 20

Student LearningOutcome

3

2

1

4

Assignment

1

2

3

4

Student LearningOutcome

3

2

1

4

Experience

Are you studying patterns of evidence?

Interpreting Data

• Consistency - over time

• Consensus - different populations

• Distinctiveness - different situations/ variables / items

Interpreting Data

• Consistency - over time

• Consensus - different populations

• Distinctiveness - different situations/ variables / items

Consistency

• Examines the same practice of and individual or group over time

• Key question: • Has this person or group

acted, felt, or performed this way in the past / over time?

Consistency

How well are students performing on thelearning outcome?

Highperformance

Lowperformance

04 05 06 07 08 09 10 11

Consistency

How many students utilize our services?

Highperformance

Lowperformance

04 05 06 07 08 09 10 11

Consistency

Highperformance

Lowperformance

05 06 07 08 09 10 1104

How many students utilize our services?

Consensus

• Comparison to or among groups of students • Variation between disciplines, gender,

other demographic variables • Key questions: • What is the general feeling, outcome,

attitude, behavior? • Do other groups of people act, perform

or feel this way?

Consensus

How well are students performing on thelearning outcome?

Females Males Transfers OTA

Highperformance

Low performance

Consensus

How effectively are we meeting theneeds of our students ?

First Gen Int’lNon residentialDistance

Highperformance

Low performance

Distinctiveness

• Examines individual or cohort perspectives across different situations, categories

• Key Question: • Does a person or group respond differently

based upon the situation, item, issue?

Distinctiveness

How well are our students achieving ourLearning Outcomes?

HighPerformance

Low Performance

SLO3 SLO4SLO2 SLO5SLO1 SLO6

Distinctiveness

How satisfied are our student with theservices we provide?

HighPerformance

Low Performance

S3 S4S2 S5S1 S6

Are we measuring achievement of the outcomes?

Lowperformance

Highperformance

SLO3 SLO4SLO2 SLO5SLO1 SLO6

Have our students achieved our learning outcomes?

SLO3 SLO4SLO2 SLO5SLO1 SLO6

Lowperformance

Highperformance

Have our students achieved our learning outcomes?

Have our students achieved our learning outcomes?

SLO3 SLO4SLO2 SLO5SLO1 SLO6

Lowperformance

Highperformance

What are you doing to close the

loop?

Closing the Loop

Closing the Loop

• Development • Faculty, Staff, Student

• Infrastructure• Policy, Process, Planning

• Curriculum• Learning Opportunities

Closing the Loop

• Development • Faculty, Staff, Student

• Infrastructure• Policy, Process, Planning

• Curriculum• Learning Opportunities

Closing the Loop

• Development • Faculty, Staff, Student

• Infrastructure• Policy, Process, Planning

• Curriculum• Learning Opportunities

Closing the Loop

• Development • Faculty, Staff, Student

• Infrastructure• Policy, Process, Planning

• Curriculum• Learning Opportunities

The Seven Principles for Good Practice in Undergraduate Education

• 1. Student-Faculty Contact• 2. Cooperative Learning• 3. Active Learning• 4. (Prompt) Feedback • 5. Time on Task• 6. High Expectations• 7. Respect for Diverse Talents and

Ways of Learning

Zelda Gamson and Arthur Chickering Wingspread Journal 1987

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Educating…..Assisting …..

Explaining …..Assisting …..

Developing …..Consulting …..Delivering …..Facilitating …..

Creating …..Nurturing …..

Negotiating …..Sponsoring …..

Training …..Translating …..Validating …..Updating …..Enforcing …..Testing …..

Assessing …..Reporting …..

Issuing …..Communicating …..

Integrating …..Responding …..Arranging …..

Coordinating …..Providing …..

Organizing …..Producing …..Training …..

Maintaining …..Supporting …..Directing …..Designing …..Collecting …..

Developing …..Responding …..Reviewing …..Studying …..

Distributing …..Executing …..Recruiting …..Generating …..

Implementing …..Investigating …..

Designing ….. Collaborating …..

Revising …..Scheduling …..

Sharing …..

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Youngstown State UniversitySeptember 2011

Susan HatfieldWinona State University

Winona, MN SHatfield@winona.edu

Assessing your Assessment Plan