Student Learning Outcomes Assessment Workshop

General Education Unit

October 3, 2003

Val Whittlesey, Bill Hill, &

Ed Rugg

Assurance of Learning Council

Goals for an Assessment Plan

• To articulate as the KSU General Education Unit what the expected goals and outcomes are for students who complete the General Education program

• To evaluate whether we are accomplishing these goals through the general education program as a whole and within courses that address specific outcomes

Goals for an Assessment Plan

• To use assessment data to guide improvements/enhancements to the general education curriculum and instruction

• To report to external stakeholders [students, employers, the Board of Regents, accreditation agencies (e.g., SACS)]

SACS Reaccreditation Requirements

Comprehensive Standard #1 states that “an educational program for which academic credit is awarded should establish and evaluate learning outcomes”

Core Requirement #15 requires “the identification of expected competencies in the undergraduate general education program and evidence that graduates have attained those competencies”

“Assessment should be first and foremost about improving student learning and secondarily about determining accountability for the quality of learning produced.”Angelo, 1999

Student Learning is Job 1

Assessment Should be Student-Centered

“Student’s academic, attitudinal, and behavioral outcomes are the primary source of assessment data … (and) provide information about the effectiveness of the curriculum, advising, faculty development, ethnic diversity goals, and external linkages with other segments of education.”

Halpern et al., pp. 24-25

Last Spring’s Work

• Formulation of the Assurance of Learning Council

• Council developed eight elements for an effective assessment plan

• Establishment of a link on the KSU Institutional Effectiveness website on “Assessing Student Outcomes”

• Held an Assurance of Learning Workshop with a group of faculty from the College of Science & Mathematics

Elements of an Effective Assessment Plan

1. Articulating Student Learning Outcomes2. Connecting the Outcomes to the Program

Requirements3. Connecting Outcomes with Assessment Methods4. Articulating your Expected Results with Respect to

the Outcomes5. Articulating the Research/Assessment Plan for

Gathering and Collecting the Data6. Collecting & Analyzing the Data7. Comparing Actual Results with Expected Results8. Using Results for Improvement

Fall Semester Assurance of Learning (AOL) Foci

• Focus on Element 1- Articulating Student Learning Outcomes

• Focus on Element 2- Connecting Outcomes to the Program Requirements

• Note. Some programs may want to complete additional elements.

Fall Assurance of Learning (AOL) Activities

• Dissemination of Guidelines for Reporting Elements 1 & 2 of the Assurance of Learning Report

• AOL Workshops with Each College, General Education, & University Studies

• AOL Brown Bag Sessions

• Reports of Elements 1 & 2 of the AOL Reports due Dec. 31

• Optional Early Submission of Reports of Elements 1 & 2 of the AOL Reports is Nov. 7

• Academic Affairs/CETL Assessment Showcase during Spring semester of 2004

General Education Assurance of Learning Assessment

• Student learning outcomes assessment in general education is similar to assessing a major program

• Element 1- General and specific learning outcomes for the general education program must be specified

• Element 2- The learning outcomes for the program must be linked to general education courses and other requirements

Step 1- Articulating Student Learning Outcomes

• There are three types of learning outcomes– Knowledge– Skills/Proficiencies– Attitudinally-Based

Step 1- Articulating Student Learning Outcomes

• There are two levels of specificity at the program level (the same is true at the course level)– Broad learning outcomes – Specific learning outcomes

Step 1- Articulating Student Learning Outcomes

• The use of national trends in general education is a place to start when developing outcomes for an institution.

1) Strong Foundations: Twelve Principles of Effective General Education Programs by the American Association of Colleges & Universities

2) Common Student Learning Outcomes for the Core Curriculum for the University System of Georgia

3) Speaking and Listening Competencies by the National Communication Association

4) Outcomes Statement for First-Year Composition by the Writing Program Administration

Step 1- Articulating Student Learning Outcomes

• State Outcomes in measurable terms so that it can be determined if achievement of the learning outcomes has been achieved.– Although broad outcomes can be stated in

measurable terms they are still difficult to assess because of their breath. Therefore, because specific outcomes should be the primary focus of assessment, they must be measurable.

Step 1- Articulating Student Learning Outcomes

• Applying Bloom’s taxonomy (1956) – Original taxonomy divides thinking skills into

lower and higher level knowledge, skills, and attitudes.

– Anderson and Krathwohl (2001) have adapted Bloom’s model to more outcome-oriented, contemporary language.

– Clark (2002) shows how Bloom’s work can be used to develop specific learning outcomes.

Common Student Learning Outcomes

for the Core Curriculum

for the University System of

Georgia

USG General Education Guidelines

Broad Learning Outcome:

Goal 1. Communication Skills

Students will demonstrate oral and written communication skills that will be characterized by clarity, critical analysis, logic, coherence, persuasion, precision, and rhetorical awareness.

Example of CommunicationsSpecific Outcomes

• Assimilate, analyze, and present in oral and written forms, a body of information

• Communicate in standard English for academic and professional contexts

• Communicate in various modes and media, including the proper use of technology

• Compose effective written materials for various academic and professional contexts

An Example of Learning Outcomes for an

Undergraduate Program that Builds on General Education

Two Categories of

Learning Outcomes

National Guidelines for Psychology

• Category One- Knowledge, Skills, and Values Consistent with the Science and Application of Psychology

Activities that provide hallmarks of psychology education; responsibility for development in and assessment of these areas rests primarily with the psychology faculty through coursework, advising, etc.

PsychologyBroad Outcomes

Outcomes for Category 1:

Consistent with the Science and Application of Psychology- Goal 1: Knowledge Base of Psychology- Goal 2: Research Methods in Psychology- Goal 3: Critical Thinking Skills in Psychology- Goal 4: Application in Psychology- Goal 5: Values in Psychology

National Guidelines for Psychology

• Category Two- Knowledge, Skills, and Values Consistent with Liberal Arts Education that are Further Developed in PsychologyActivities that are usually part of a general education program; Responsibility for development in and assessment of achievement in these areas tends to be shared across a broad range of disciplines; the psychology program can expand upon these general education goals in significant ways

PsychologyBroad Outcomes

Outcomes for Category 2:

Consistent with Liberal Arts Education that are Further Developed in Psychology– Goal 6: Information and Technological Literacy – Goal 7: Communication Skills– Goal 8: Sociocultural and International

Awareness – Goal 9: Personal Development– Goal 10: Career Planning and Development

Psychology Specific Outcome for Communication Skills

Goal 7: Communication Skills

Students will be able to communicate effectively in a variety of formats.

Psychology Specific Outcome for Communication Skills

7.1 Demonstrate effective writing skills in various formats (e.g., essays, correspondence, technical papers, note taking), and for various purposes (e.g., informing, defending, explaining, persuading, arguing, teaching).

a) Demonstrate professional writing conventions (e.g., grammar, audience awareness, formality).

b) Use APA style effectively in empirically-based reports, literature reviews, and theoretical papers.

Psychology Specific Outcome for Communication Skills

7.2 Demonstrate effective oral communication skills in various formats (e.g., group discussion, debate, lectures) and for various purposes (e.g., informing, defending, persuading, arguing, teaching).

Psychology Specific Outcome for Communication Skills

7.3 Exhibit quantitative literacy.a) Apply basic mathematical concepts and

operations to support measurement strategies.b) Use relevant probability and statistical analyses

to facilitate interpretation of measurements.c) Articulate clear and appropriate rationale for

choice of information conveyed in charts, tables, figures, and graphs.

d) Interpret quantitative visual aids accurately, including showing vigilance about misuse or misrepresentation of quantitative information.

Psychology Specific Outcome for Communication Skills

7.4 Demonstrate effective interpersonal communication skills.a) Listen accurately and actively.

b) Use psychological concepts and theory to understand interactions with others.

c) Identify the impact or potential impact of their behaviors on others.

d) Articulate ideas thoughtfully and purposefully.

e) Use appropriately worded questions to improve interpersonal understanding.

f) Attend to nonverbal behavior and evaluate its meaning in the communications context.

g) Adapt communication style to accommodate diverse audiences.

h) Provide constructive feedback to colleagues in oral and written formats.

Psychology Specific Outcome for Communication Skills

7.5 Exhibit the ability to collaborate effectively.

a) Work with groups to complete projects within reasonable timeframes.

b) Solicit and integrate diverse viewpoints.

c) Manage conflicts appropriately and ethically.

d) Develop relevant workplace skills: mentoring, interviewing, and crisis management.

Another Example of Learning Outcomes for an

Undergraduate Program that Builds on General Education

KSU Nursing Broad Outcomes

• Goal 3. Demonstrate Critical Thinking- Students will demonstrate critical thinking as a basis for practice, clinical judgment, and ethics, and as a foundation for investigation of health care issues, and the application of the results of research to the provision of therapeutic client care

• Goal 4. Communicate Effectively- Students will communicate effectively in written and spoken form with clients, colleagues and interdisciplinary health team members through the use of multiple expressive caring modes and through the use of advanced information and communication technologies

KSU Nursing Broad Outcomes

• Goal 8. Assume Responsibility- Students will assume responsibility and accountability for personal and professional behavior, ethical practice and client advocacy, especially for vulnerable clients

Format for Listing of General and Specific Learning Outcomes (SLO)

• General SLO (Identify Knowledge, Skill, or Attitude)

• Specific SLO (Identify Knowledge, Skill, or Attitude)

• Note. List all General and Specific SLOs for the General Education program

Self-Evaluation Format for Articulating SLOs

Overall Self-Evaluation• Exemplary• Strong• Satisfactory• Weak• Notably Deficient

IndicatorsA) Knowledge, Skill, Attitude

BalanceB) Differentiation of General &

Specific SLOs C) Compliance with Disciplinary

ConventionsD) Building Upon Prior Learning

(Precollege)E) Lower-Order & Higher-Order

ThinkingF) Providing a Foundation for the

Upper Division Programs

Group Exercise #1

Looking for the Balance of Knowledges, Skills, and Attitudes in the USG’s Common Student Learning Outcomes for the Core Curriculum

Group Exercise #2

Critiquing the Wording and Differentiating of the USG’s General and Specific Common Learning Outcomes for General Education

Step 2Connecting Outcomes to the General Education Program

Requirements

The course and program requirements for general education are designed for student attainment of the knowledge, skills, and attitudes important to the general education experience.

Listing Course & General Education Requirements

Creating an inventory of key course and general education program requirements is an important step in ensuring a strong linkage between the program’s requirements and the learning outcomes.

Format for Listing of RequiredCourse and Program Requirements

• Required General Education Course or Program Requirement

• Note. The General Education unit should list all requirements for general education program.

Linking of Course & Program Requirements to GSLOs & SSLOs

Using the inventory of course and program requirements, general and specific SLOs should be linked to general education course and program requirements that facilitate their attainment. In addition, each linked general education course or program requirement should include a statement on how it contributes to attainment of the specific SLO.

Format for Linking Course & Program Requirements to GSLOs and SSLOs

• General SLO• Specific SLO

• Course/ Program Requirement(s)

Contributing to Attainment of SSLO

________________________________________Note. List all GSLOs and

SSLOs for the program.

• Statement of How the Requirement(s) Contribute to Attainment of the SSLO

____________________________________________Note. List all Course &

Program Reqs. that Contribute to Attainment of the SSLO.

Self-Evaluation Format for Course and Program Requirements

Overall Self-Evaluation• Exemplary• Strong• Satisfactory• Weak• Notably Deficient

IndicatorsA) A Linkage of All

Requirements to SLOs

B) Reinforcing SLOs through Multiple Program Requirements

Self-Evaluation Format for Course and Program Requirements (cont.)

IndicatorsC) Building on the Pre-

College Experience

D) Strength of the General Education Area A & SLO Linkage

IndicatorsE) Strength of the

General Education Area B & SLO Linkage

F) Strength of the General Education Area C & SLO Linkage

Self-Evaluation Format for Course and Program Requirements (cont.)

IndicatorsG) Strength of the General

Education Area D & SLO Linkage

H) Strength of the General Education Area E & SLO Linkage

I) SLO Linkage with KSU Upper Division Degree Programs

Assessment as Research & Scholarship

• Assessment in the discipline is an opportunity to engage in applied scholarship.

• Assessment is also the scholarship of teaching and learning.

• Multiple venues exist to present and publish this scholarship.

Where Do You Go from Here?

• Involve the faculty!!• Allow sufficient time to discuss and

agree upon learning outcomes.• See it as a constantly changing and

evolving process. It NEVER ends!!!• Provide resources and time to the

departmental faculty leading the effort.• Tie this to scholarship.

Role of the Assurance of Learning Council

• Review and provide feedback of program assessment efforts

• To provide an external review on the Assurance of Learning process to ensure improvement of student learning at the institutional level

Questions & Comments?