Student Learning Outcomes Assessment Workshop HHS College October 17, 2003 Val Whittlesey, Bill...

Student Learning Outcomes Assessment Workshop

HHS College

October 17, 2003

Val Whittlesey, Bill Hill, &

Ed Rugg

Assurance of Learning Council

Goals for an Assessment Plan

• To articulate as department members what our expected goals and outcomes are for our graduates

• To evaluate whether we are accomplishing these goals through the curriculum 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 curriculum and instruction

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

Changes in the SACS Reaccreditation Guidelines

• Facilitate preparation for changes in SACS Guidelines (effective 2004)Switch from “Criteria of Accreditation” to “Principles of

Accreditation”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”

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

Outline for the Workshop

• To summarize the eight elements of assurance of learning planning and reporting

• To summarize the Assurance of Learning action plan for Fall of 2003

• To summarize the role of the Assurance of Learning Council

• To summarize changes in the SACS reaccreditation guidelines

“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

Step 1- Articulating Student Learning Outcomes

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


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


• Where available, use disciplinary or national models when developing learning outcomes; however, we may choose to adapt a national model of learning outcomes to fit our unique niche or mission


• 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.


• 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.

http://www.apa.org/ed/new_blooms.html




Some Examples of Learning Outcomes

PsychologyBroad Outcomes

Outcome Category 1:

Knowledge, Skills, and Values 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 of Psychology– Goal 5: Values in Psychology


Outcome Category 2:Knowledge, Skills, and Values 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


Example Broad Learning Outcome:

Goal 2. Research Methods in Psychology

Understand and apply basic research methods in psychology, including research design, data analysis, and interpretation

PsychologySpecific Outcomes

2.1 Describe the basic characteristics of the science of psychology


2.2 Explain different research methods used by psychologists

a. Describe how various research designs address different types of questions and hypotheses

b. Articulate strengths and limitations of various research designs

c. Distinguish the nature of designs that permit causal inferences from those that do not


2.3 Evaluate the appropriateness of conclusions derived from psychological research

a. Interpret basic statistical results

b. Distinguish between statistical significance and practical significance

c. Describe effect size and confidence intervals

d. Evaluate the validity of conclusions presented in research reports


2.4 Design and conduct basic studies to address psychological questions using appropriate research methods

a. Locate and use relevant databases, research, and theory to plan, conduct, and interpret results of research studies

b. Formulate testable research hypotheses, based on operational definitions of variables

c. Select and apply appropriate methods to maximize internal and external validity and reduce the plausibility of alternative explanations


2.4 Design and conduct basic studies to address psychological questions using appropriate research methods

d. Collect, analyze, interpret, and report data using appropriate statistical strategies to address different types of research questions and hypotheses

e. Recognize that theoretical and sociocultural contexts as well as personal biases may shape research questions, design, data collection, analysis, and interpretation


2.5 Follow the APA Code of Ethics in the treatment of human and nonhuman participants in the design, data collection, interpretation, and reporting of psychological research


2.6 Generalize research conclusions appropriately based on the parameters of particular research methods

a. Exercise caution in predicting behavior based on limitations of single studies

b. Recognize the limitations of applying normative conclusions to individuals

c. Acknowledge that research results may have unanticipated societal consequences


2.6 Generalize research conclusions appropriately based on the parameters of particular research methods

d. Recognize that individual differences and sociocultural contexts may influence the applicability of research findings

MS Primary Care Nurse PractitionerBroad Outcome

Example Broad Learning Outcome:

Goal 2. Make Clinical Decisions

The graduate is able to use critical thinking, clinical judgment skills and ethics to make safe independent and interdependent clinical decisions, incorporating principles of health promotion, awareness, diagnosis and management of client potential and actual health care problems

MS Primary Care Nurse PractitionerSpecific Outcomes

2.1 Provide anticipatory guidance and counseling to promote health, reduce risk factors, and prevent disease and disability


2.2 Employ appropriate diagnostic and therapeutic interventions and regimens with attention to safety, cost, invasiveness,

simplicity, acceptability, adherence, and efficacy


2.3 Formulate an action plan based on scientific rationale, evidence-based standards of care, and practice guidelines


2.4 Initiate appropriate and timely consultation and/or referral when the problem exceeds the nurse practitioner’s scope of practice and/or expertise


2.5 Assess client’s motivation for learning and maintenance of health related activities using principles of change and stages of behavior change

Group Exercise Preliminary Information for

Articulating Student Learning Outcomes Work

• Administration of the Teaching Goals Inventory

• Summary of the Results of the Teaching Goals Inventory

TGI Data

% Rating Cluster Essential by Discipline

Cluster Arts Hum. SS Sci Math BusMed

Higher-order thinking 20 32 44 28 35 2617

Facts & principles 24 31 35 55 44 28 18

Jobs/Careers 11 2 4 10 2 3244

Student development37 24 14 3 7 12 12

Basic learning skills 3 6 2 3 9 1 1

Role Model 5 5 3 2 3 1 8

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 Academic 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

LearningE) Lower-Order & Higher-

Order Thinking

Step 2 - Connecting Student Learning Outcomes and the

Program Requirements

Element 2Connecting Outcomes to the

Program Requirements

The course and program requirements for an academic program are designed for student attainment of the knowledge, skills, and attitudes related to an academic program.

Listing Course & Program Requirements

Creating an inventory of key course and 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 Course or Program Requirement

• Note. List all requirements for the Academic Program; the General Education unit should list requirements for general education.

Linking of Course & Program Requirements to GSLOs & SSLOs

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

A Description of an Exercise on

Connecting Learning Outcomes to the Program

Requirements

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) Strength of the Lower

Division, Program Admission, and Prerequisite Requirements & SLO Linkage

D) Strength of the Common Upper Division (or Graduate) Course Requirements of a Program & SLO Linkage

IndicatorsE) Strength of the Elective

Upper Division (or Graduate) Block Requirements of the Program & SLO Linkage

F) Building Upon General Education (or Baccalaureate Education for Graduate) Outcomes

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

IndicatorsG) Strength of the Required

Practicums & Internships & SLO Linkage

H) Strength of the Capstone Experiences and SLO Linkage

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.

Questions & Comments?

Student Learning Outcomes Assessment Workshop HHS College October 17, 2003 Val Whittlesey, Bill...

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