ASSESSING STUDENT LEARNING OUTCOMES IN DEGREE PROGRAMS

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ASSESSING STUDENT LEARNING OUTCOMES IN DEGREE
PROGRAMS

• CSULA Workshop
• Anne L. Hafner
• May 12, 2005

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OVERVIEW

• Assessment at CSULA 2005
• New website on assessment with tools by late
  summer
• Web survey to chairs re learning outcomes and
  assessments
• Assessment mini-grants
• Prepare for WASC visit

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WHAT IS ACADEMIC ASSESSMENT?

• ACADEMIC ASSESSMENT is the systematic collection,
  review and use of information about academic
  programs to improve student learning (C. Palomba,
  Ball State University)

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ASSESSMENT ACCREDITATION

• Accreditation Collegial process based on self
  and peer assessment for public accountability and
  improvement of academic quality
• WASC Educational Effectiveness

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PROGRAM ASSESSMENT FOCUS

• Program is unit responsible for a program of
  study
• Program mission and goals are rationale for
  program, values and philosophy and where it is
  headed
• Need to identify mission and goals
• Describe how programs mission and goals are
  linked to CSULA mission

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IDENTIFY STAKEHOLDERS

• Program Users and Providers
• Users students, other programs
• Providers faculty, staff and administrators

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STUDENT LEARNING OUTCOMES 1

• Student learning outcomes (SLOs) knowledge and
  skills students are expected to acquire in a
  program and be able to demonstrate upon
  completion
• Identify any disciplinary standards or outcomes
• Use others or create SLOs for major

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STUDENT LEARNING OUTCOMES 2

• SLOs are similar to learning objectives seen on
  syllabi
• Use active verbs e.g. Student will be able to
  display analytical skills and techniques or
  student will be able to use information
  technology effectively

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CURRICULUM MAPPING

• Mapping shows where, in courses, knowledge and
  skills needed to meet SLOs are introduced and
  perfected.
• Need to identify for all SLOs, where student
  acquires knowledge and skills
• Are program components (courses, experiences)
  aligned with learning outcomes? (sample grids)

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TEACHING LEARNING METHODS

• Teaching and learning methods are modalities of
  instruction (e.g. lecture, lab, small group)
  adopted in courses or in other parts of
  curriculum (e.g. internships, field research)
• Show how the courses cover the SLOs through the
  teaching learning strategies and activities
  (sample grid)

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ASSESSMENT METHODS

• Assessment methods tools used to obtain
  evidence of proficiency in learning outcomes
  (e.g. test, portfolio, internship rating, survey)
• Align assessment methods with SLOs
• Programs need to describe the assessment methods
  used to obtain evidence or proficiency (IIIA)

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EVIDENCE OF STUDENT PROFICIENCY

• Create a plan for systematically collecting
  evidence of student proficiency
• For example, before a student graduates, collect
  student achievement data from capstone course
  project or exam satisfaction with program
• Describe at which points evidence is collected
  who collects it (IIIB)

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ANALYSIS OF EVIDENCE

• Analysis apply qualitative or quantitative
  questions about student proficiency to the
  evidence
• May use a rubric or scoring guide
• For evidence collected, use rubric to determine
  student proficiency at different knowledge
  skills

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EVIDENCE II

• Summarize the findings
• You may need to choose a target (e.g. 85 of
  students will pass a licensing exam).
• Targets can be set by levels (unacceptable,
  acceptable, target) or by percentages

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FEEDBACK MECHANISMS

• Program needs a feedback mechanism to close the
  loopon program assessment
• Can use an Action Plan (example on handout) on an
  annual basis, or plan for 2-3 years
• Include date or time, steps taken and responsible
  party

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PROGRAM IMPROVEMENT

• Program improvement change in aspects of the
  program based on analysis of evidence to increase
  the level of student attainment of learning
  outcomes.
• Develop a plan to improve student learning
  detail what changes or improvements are made over
  time