The purpose of this session is to introduce faculty to various quantitative and qualitative ways to assess student-learning outcomes. Departmental evaluation of samples of students’ capstone projects, papers, performances, or other products subsequently provides direct evidence of student learning. Relevant student material (e.g., course assignments, exam questions, entire tests, in-class activities, fieldwork activities, and/or homework assignment) can be identified, a sampling scheme can be decided upon, and relevant items can be collected and evaluated.
Dr. M. Monte Tatom, Associate Professor and Director of the iLearn Program
Freed-Hardeman University, 158 E. Main St., Henderson, TN 38340
Hash tags of Interest: #assessment, #mLearning, #eLearning, #fhucid, #HigherEd
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Graphic Display of Student Learning Outcomes
Guideline for Developing and Assessing Student Learning Outcomes for Undergraduate Majors
University of California, Los Angeles
What are student-learning outcomes? – Page 8
Student learning outcomes describe what students should know, be able to do, and value by the end of their educational program. Within undergraduate education, four general dimensions of learning outcomes are commonly identified:
· Knowledge outcomes pertain to grasp of fundamental cognitive content, core concepts or questions, basic principles of inquiry, a broad history, and/or varied disciplinary techniques.
· Skills outcomes focus on capacity for applying basic knowledge, analyzing and synthesizing information, assessing the value of information, communicating effectively, and collaborating.
· Attitudes and values outcomes encompass affective states, personal/professional/social values, and ethical principles.
· Behavioral outcomes reflect a manifestation of knowledge, skills, and attitudes as evidenced by performance, contributions, etc.
Student Learning Outcomes Assessment Handbook
Montgomery College – Montgomery County, Maryland
Five Key Things to Remember About Student Learning Outcomes for a Course – page 23
1. Select outcomes to assess because they are meaningful, not because they are easy to measure.
2. Make sure your outcomes are expressed in terms of how students are impacted by your course.
3. Make sure that your common core outcomes reflect a faculty consensus in your discipline and not just the views of a few individuals.
4. Where possible, have your outcomes reflect higher order thinking skills.
5. Make sure that all faculty and students involved with the course are familiar with the outcomes.
Key Things to Remember about Developing an Assessment – page 27
Method and Instrument
1. Consider the method separately from the actual instrument to find the best approach.
2. Think about the ease of scoring and alignment with the learning outcomes to help determine the best assessment approach.
3. Consider assessing two or more outcomes with one assessment method/instrument.
4. Make sure the instructions for the assessment instrument clearly lay out the expectations for the student and faculty who will use the assessment instrument.
Lower Order vs. Higher Order Thinking Skills – page 21
While basic recall of facts is important to any course, your assessment results will be more meaningful if you have chosen a more complex skill. Moreover, it will likely reflect what is truly important in your course. Often facts are important because we want students to be able to do something with that information.
Student Learning Outcomes (SLO), which reflect higher order thinking skills, use action verbs that are observable and measurable, as well as ones that reflect higher order skills. Examples of such verbs are solve, design, write, compare, apply, decide, draw, persuade, investigate, and evaluate.
Refer to the following possible outcomes for an information technology course:
· Students will be able to correctly summarize the key differences between open and closed source software development models.
· Students will be able to evaluate the strengths and weaknesses of open and closed source software development models.
While the first outcome is certainly easier to achieve, the second one better represents what students would have to do with the information in the real world. You will get more useful information about student learning with the second SLO.
5 Key Things to Remember about Scoring Tools – page 30
1. It is imperative that the school/department talk about the assessment instrument and determine what kind of student performance qualifies as successful.
2. When using objective measures (e.g. multiple choice tests), consider grouping questions that reflect a specific aspect of the outcome.
3. When using rubrics, be sure that students see the rubric that will be used to evaluate the assignment before they complete it.
4. When using rubrics, norming is really important.
5. Be sure to get feedback after the pilot on how well the scoring tool worked with the assignment and whether faculty feel that it reflects successful performance effectively.
A Brief Overview of Student Learning Outcomes Assessment in Higher Education
Strategies for Assessing Learning Outcomes
Practical Project-Based Learning (PBL): The Ongoing Challenges of Assessment
Using Assessment to Manage Student Learning Outcomes
Optimizing Learning Activities for Student-Centered Learning
ETS: Student Learning Outcomes in Higher Education
Framework for Assessing Learning and Development Outcomes
Guidebook for Programmatic Assessment of Student Learning Outcomes
Apps for Grading Assessments
Evaluation Rubric for iPad and iPad Apps