Creating Effective, Viable Plans to Assess Student … Effective, Viable Plans to Assess Student...
Transcript of Creating Effective, Viable Plans to Assess Student … Effective, Viable Plans to Assess Student...
Creating Effective, Viable Plans to Assess Student Learning
Linda Suskie, Executive Associate DirectorMiddle States Commission on Higher Education
3624 Market Street, Philadelphia PA 19104Web: www.msche.org E-mail: [email protected]
Pittsburgh Regional Assessment Workshops
September 7-8, 2005
Middle States Assessment Conference!
September 29-30, 2005Baltimore Marriott Inner Harbor at Camden YardsFeatured speakers
Ginny AndersonDoug EderPeter GrayJeff SeybertRandy SwingWendy Troxel
Visit www.msche.org & click on “Events”
This morning...
What is assessment?Four steps of program assessment Learning goalsCurricular alignmentThe assessment toolboxSetting targets for assessment results
What is Assessment of Student Learning?
Deciding what we want our students to learn
Making sure they learn it!
--Jane Wolfson, Director, Environmental Science & Studies Program, Towson University
The Teaching-Learning-Assessment Cycle
1. Learning Goals
4. Using Results
2. Learning Opportunities
3. Assessment
What is a good learning goal?
Outcomes – what graduates should be able to DOObservable – action words
UnderstandClear – no fuzzy terms
Demonstrate (how?), critical thinking, communication skills
Skills and/or attitudes/valuesImportant - meet student/employer needs
Examples of Learning Goals• Chemistry: Design an experiment to test a hypothesis or
theory.
• Communication: Apply knowledge of media history and the principles of media criticism to understand and evaluate media messages.
• Finance: Identify financial problems, analyze their impact, and design solutions that will withstand critical examination.
• Theatre: Express through clear writing and analysis a unique point of view on theatre subjects.
• Environmental Science: Critically evaluate the effectiveness of agencies, organizations and programs addressing environmental problems.
More Examples
Demonstrate effective communication skills across disciplines.Demonstrate understanding of other cultures.Demonstrate ability to work effectively with computer components.
Time to Think!
Why do most colleges have a General Education requirement in the social sciences?
Why is it a good idea for college students to study the social sciences?
How should our students be different 5-10 years from now, because they completed this requirement?
Draft three learning goals for a General Education requirement in the social sciences.
Time to Think Again!
1. Draft three learning goals for one of your programs or Gen Ed requirements.
2. Critique & edit the goals of someone sitting next to you.
Clear? No fuzzy words?
Observable? Action words?
Outcomes?
Align Your Goals & Curriculum
Will every degree student, regardless of course choices, have ample opportunity to achieve each goal?
Aligning goals & curricula
Review syllabi for learning outcomes.All course syllabi must include the course’s learning outcomes!
Create a grid of program goals x courses.Use syllabi or have faculty check off goals in their courses.Look for underemphasized & “overkilled” goals.
Consider modifying syllabi.Include relevant program-level learning outcomes.Grid of assignments x learning outcomes
Look for information already on hand.
TestsPapers, projects, performances
Especially from “capstones”Field experience supervisors’ evaluationsSurveys & self-ratings
Useful and not too much work
Rubrics (rating scales/grading criteria)Test blueprintsReflective writing on attitudes & values
Useful but more time & work
Additional testsAdditional surveys Additional focus groupsAdditional portfolios
To decide if Michael “did well,” we must compare his 65 against something else.
The “something else”depends on what we want the test to tell us.
Suppose 55 is passing and 70 is a perfect score.
Standards-based perspectiveaka competency-basedaka criterion-referenced
Question answered: Are my students meeting my standards?
Challenge: Establishing sound performance standards
Suppose the class average is 75.
Benchmarking perspectiveaka peer-referencedaka norm-referenced
Question answered:How do my students compare to peers?
Challenge:Identifying appropriate peers & collecting info from them
Suppose the university average is 75, but the average at South University is 95.
Best practice perspectiveaka best-in-class
Question answered:How do my students compare to the best of their peers?
Challenges:Commitment to improving teaching & learningIdentifying best-practice peers
Suppose Michael scored 35 a year ago.
Value-added perspectiveaka growth, change, improvement, pre-post
Question answered:Are my students improving?
Challenges:Imprecise assessments mask growth.Motivating students on pre-testIs growth due to us?
Suppose class average is 75 now and 40 three years ago.
Longitudinal perspectiveQuestion answered:
Is my teaching & curriculum improving?Challenge:
Using the same assessment
Suppose Michael is tone-deaf.
Capability perspectiveaka potential
Question answered:Are my students doing as well as they can?
Challenge:Determining potential
Recap: Six Questions that Assessments Can Answer
1. Are my students meeting my standards?
2. How do my students compare to their peers?
3. How do my students compare to the best of their peers?
4. Are my students improving?
5. Is my teaching & curriculum improving?
6. Are my students doing as well as they can?