Houska NAEAA 2016
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Transcript of Houska NAEAA 2016
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BEST PRACTICES & CURRENT TRENDS
IN STUDENT LEARNING ASSESSMENT
JEREMY ASHTON HOUSKA, PH.D.DIRECTOR OF INSTITUTIONAL RESEARCH & ASSESSMENT
ASSOCIATE PROFESSOR OF PSYCHOLOGY
CENTENARY UNIVERSITY
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Trends in Higher Education
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Trends in Higher Education
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Trends in Higher Education
National Survey of Student Engagement. (2009). Assessment for improvement: Tracking
student engagement over time—Annual results 2009. Bloomington, IN: Indiana University
Center for Postsecondary Research.
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Today’s Agenda
Assessment of Student Learning Outcomes:
3 Best Practices
Highlights
Point to Resources
Questions and Discussion
Sharing of Best Practices
Resources
Continuing the Discussion
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Cycle of SLO Assessment
Gather
Evidence of Learning
Establish/
Revise
SLOs
Take Action!*
Mission,
Educational
Objectives
Interpret
that
Evidence
Provide
Learning
Opportunities
*See Banta and Blaich (2011) Closing the Loop
See Jackson and Johnson
(2007)
C-RAC (2003) Principles for Good Practice
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SLO Assessment : Peer Review of SoTL
External Validation!
See Camfield (2012) Peer Review as a Tool for External Validation of Programs
MSCHE (2011) Handbook for Periodic Review Reports
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Best Practice #1
Write SLOs as Performance Measures (Mager, 1997)
(APA 2002, 2013): overarching goals, foundational/ baccalaureate indicators
Measurable & Memorable
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Best Practice #2
Utilize Multiple Assessment Tools …
At Multiple Points in Time
Every assessment method has its flaws
Direct Measures; Indirect Measures (see Allen, 2004)
Course-Based Assessment of Student Learning
(Stassen et al. 2001) ; Campus-Wide (standardized)
Assessments
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Indirect measures of student learning can complement direct
performance measures
Student Assessment of Learning Gains (see Seymour et al. , 2000;
SALGSITE.org)
Ancillary learning outcomes
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Triangulation of Data (see Nelson, 2010… but heed Mathison, 1988)
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Best Practice #3
Construct Analytic Rubrics to Serve Multiple
Purposes
Grading, Assessment, Descriptive Feedback to Students
for Learning
(See Gibbs & Simpson, 2005; Hattie & Timperly, 2007; Jessop & Maleckar,
2016; Wormeli, 2006 on feedback conditions and learning)
Externally validated rubrics (see AAC&U Value Rubrics)
Take advantage of course management systems
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Richman and Ariovich (2013, NILOA) All-In-One: Combining Grading, Course, Program, and
General Education Outcomes Assessment.
GRADESPROGRAM, GEs
ASSESSMENT OF
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(Office of Institutional Assessment and Studies, University of Virginia)
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Final Thought
“… the most important outcome of assessment is not
gathering high-quality data, generating reports, or
stimulating conversation among colleagues. That outcome
is instead demonstrably improving student learning by
assessing it and using the findings to revise problems
accordingly” (Banta & Blaich, 2011, p. 27).
See also Porter’s (2012)
Assessment as a Subversive Activity