THE INSTITUTE ON INSTITUTIONAL EFFECTIVENESS

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THE INSTITUTE ON INSTITUTIONAL EFFECTIVENESS
ASSESSMENT WRITING EDUCATIONAL (a.k.a.
STUDENT LEARNING) OBJECTIVES University
Library Multi-Purpose Room, Second
Floor Wednesday, October 31, 2007 100 p.m.
300 p.m. Eva J. Harris Coordinator,
Institutional Effectiveness Assessment eharris_at_s
usla.edu [phone]
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Overview of Session

• Unit Goals
• Unit objectives/outcomes
• Background information
• Characteristics of effective outcomes
• Incomplete outcomes
• Practice writing objectives/outcomes

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Session Outcomes
Session Outcomes

• At the end of this session, participants will be
  able to
• Write effective goals student centered learning
  outcomes using guidelines information provided.
• Differentiate between outcomes which focus on
  student learning activities.
• Understand the difference between goals versus
  outcomes when describing a learning community.
• Write measurable objectives using the IE sample
  model

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A Learning Framework
Learning
Curriculum
Pedagogy
Assessment
Learning Environment
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A Learning Design
(Wiggins McTighe, 1998)
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Background

• Requests for coordinators to update
  University/Divisional/Department surveys
• Necessity to know current outcomes
• Revisit assessment projects which examined
  outcomes in 2000.

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Benefits of Formulating Objectives Learning
Outcomes

• Form the basis of assessment at the course,
  program, and institutional levels.
• Provide the direction for all institutional
  activity.
• Inform students about your intentions and
  expectations.

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Goals versus Outcomes

• Goals
• Clearly define what the students are expected to
  learn.
• Identify what students can expect to know when
  the course is complete.
• Outcomes
• Specific goals or expectations as established
  for students in a particular
• educational setting.
• Must be defined in specific manner manner before
  the learning process.
• Must be measurable to evaluate whether or not it
  was achieved .
• Must identify specific markers or goal posts
  that allow students to see
• whether they are achieving the intended
  outcome the intended outcome.
• Success
• The degree to which one meets or exceeds a meets
  or exceeds a specific goal or outcome specific
  goal or outcomes.

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• Dont confuse outcomes
• Outcomesdescribe what students will learn.
• Activitiesdescribe what students will do
• Examples
• To provide hands-on experiences within the
  discipline
• Develop program of study/graduation plan
• Provide opportunities for students interact
  with faculty

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• Effective Outcomes
• Are student-focused
• Focus on learning resulting from an activity
• rather than the activity itself the activity
  itself
• Reflect the institutions mission the values
• it represents
• Focus on important, non-trivial aspects of
• learning that are credible to the public

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• Effective Outcomes (continued)
• Align at the course, academic program
  institutional levels
• Focus on skills abilities central to the
  discipline based on professional standards of
  excellence
• Are general enough to capture important learning,
  but clear specific enough to be measurable
  clear specific enough to be measurable
• Focus on aspects of learning that will develop
  endure but that can be assessed in some form

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Components of Outcomes

• Audience
• Who the outcome pertains to
• Behavior
• What the audience will know/be able to do
• Condition
• Under what conditions or circumstances
• Degree
• How measured

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Outcomes

• Improve professional skills
• Educate students about campus resources
• Increase interaction with the department
• Develop problem solving and group interaction
  skills interactions skills
• Demonstrate positive citizenship

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Creating Your Plan

• Outcomes
• Learning Outcomes
• List one outcome
• SUSLA Activities or Interventions
• Classes or experiences which promote this comes
• How/where is this outcome promoted.

• Assessment Plan
• Evidence or artifacts to be examined
• What you will examine to determine whether
  outcome has been achieved

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Example of Action VerbsTypes of Learning
Cognitive Learning Knowledgeto recall or remember facts without necessarily understanding them Comprehensionto understand and interpret learned information Applicationto put ideas and concepts to work in solving problems Analysisto break information into its component to see interrelationships Cognitive Learning Synthesisto use creativity to compose and design something original Evaluationto judge the value of information based on established criteria Example of Action Words Affective Learning- accept, , appreciate, attempt, challenge, defend, dispute, join, judge, praise, question, share, support Examples of Action Words articulate, define, indicate, name, order, recognize, recall, reproduce, list, tell, describe, identify, show, label, tabulate, quote classify, describe, discuss, explain, express, interpret, contrast, associate, differentiate, extend, translate, review, suggest, restate apply, compute, give examples, investigate, experiment, solve, choose, predict, translate, employ, operate, practice, schedule analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, distinguish, examine, investigate, interpret arrange, assemble, collect, compose, construct, create, design, formulate, manage, organize, plan, prepare, propose, set up appraise, assess, defend, judge, predict, rate, support, evaluate, recommend, convince, conclude, compare, summarize
PAR-IEP -Harris, EJ (07-07)
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Group Exercise

• OUTCOME STATEMENT
• A. Students will..
• B. Learn what ..
• C. Under these circumstances/conditions
• D. This level of efficiency/effectiveness
• Outcome Statement Outcome Statement

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SOUTHERN UNIVERSITY AT SHREVEPORT INSTITUTIONAL
EFFECTIVENESS UNIT PLAN OF ACTION
Preparation of I. E. Form 1
1. Provide your unit name
2. Identify your reporting period
3. Unit Goals addresses the Institutional
Goals
IEPU ____________________________________________
_ REPORT PERIOD _______________________________
__ UNIT HEAD ___________________________________
____
UNIT GOALS
Objectives (Measurable) Performance Indicators (Assessment Criteria) Anticipated Performance Outcomes (Assessment Results) Methodologies Used Impact to University

6. What do you expect to achieve with this
objective? What results do you expect to see at
the end of the year? What will measure and
verify the achievement of this objective?
4. What do you expect to achieve with this
objective? What results do you expect to see
at the end of the year? What will measure and
verify the achievement of this objective?
5. Quantifiable measurement. A particular value
or characteristic used to measure output or
outcome also measure of service quality,
performance efficiency and customer satisfaction
PAR-IEP -Harris, EJ (07-07)

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SOUTHERN UNIVERSITY AT SHREVEPORT INSTITUTIONAL
EFFECTIVENESS REPORT
Preparation of I. E. Form 1
4. Adjustments that result from reviewing the
outcomes.
IEPU ____________________________________________
_ REPORT PERIOD _______________________________
__ UNIT HEAD ___________________________________
____
UNIT GOALS
Objectives (Measurable) Performance Outcomes (Assessment Results) Tangible Evidence of Results Recommendations (Barrier/Problems) Impact to University

Critical Needs (If Applicable)

1. What do you expect to achieve with this
objective? What results do you expect to see at
the end of the year? What will measure and
verify the achievement of this objective?
3. The results of assessment the department will
discuss determine a course of action to improve
upon those results.
2. Identify the measurable outcomes that shows
the objective or goal has been met. Summarizes
results from the assessments conducted in that
term
PAR-IEP -Harris, EJ (07-07)
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SAMPLE
INSTITUTIONAL EFFECTIVENESS REPORT UNIT PLAN OF
ACTION
Preparation of I. E. Form 1
IEPU _Office of Assessment Coordinator___________
______ REPORT PERIOD _2007-2008_________________
_______ UNIT HEAD _Mr. Martin
Fortner_______________________
UNIT GOALS 1. To cultivate an awareness of assessment across the campus.
Objectives (Measurable) Performance Indicators (Assessment Criteria) Anticipated Performance Outcomes (Assessment Results) Methodologies Used Impact to University
1a. Participants of the Spring Assessment Workshop will indicate in the evaluation form that they understand the components of the Institutional Effectiveness process and educational outcomes assessment and that they find the Institutional Effectiveness Model useful. 2a. Administrative units, academic departments, as well as educational support programs will use the Guidelines for Institutional Effectiveness Planning to develop an institutional effectiveness plan in stating clear goals, measurable objectives, and evaluation methods by July 1st 1a. Linking administrative and academic unit performance to university strategic goals, intergovernmental mandates and accreditation standards. 1b. Enhanced data collection reflected through greater consistency in reporting. During the fund year schedule 70 of the respondents to a locally developed satisfaction with services survey responses will indicate that they agree or strongly agree with the Office of Institutional Effectiveness/Assessments use of the institutional effectiveness process and the Institutional Effectiveness Model. 80 of all participants will indicate in the evaluation form that they understood the components of the Institutional Effectiveness process and education outcomes assessment process. 2a. Participants will indicate the most meaningful thing they learned during the workshop. 1a. An evaluation form will be used to gather feedback from participants of the Spring Assessment workshop. 1b. The minute paper method will be used to gather what participants have learned and what questions they still have in mind. Will provide continual review process to assess compliance with institution role, scope , mission, and Inter- governmental mandates affecting Institutional Effectiveness and the University.
PAR-IEP -Harris, EJ (07-07)

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INSTITUTIONAL EFFECTIVENESS REPORT SAMPLE
Preparation of I. E. Form 1
IEPU Office of Assessment Coordinator____________
_______ REPORT PERIOD _2007-2008_______________
_________ UNIT HEAD Mr. Martin
Fortner_________________________
UNIT GOALS 1. To cultivate an awareness of assessment across the campus.
Objectives (Measurable) Performance Outcomes (Assessment Results) Tangible Evidence of Results Recommendations (Barrier/Problems) Impact to University
1a. Participants of the Spring Assessment Workshop will indicate in the evaluation form that they understand the components of the Institutional Effectiveness process and educational outcomes assessment and that they find the Institutional Effectiveness Model useful. 1a. 85 of all participants indicated in the evaluation form that they understood the components of the Institutional Effectiveness process. However, participants still had questions regarding measurable objectives. Some felt that many of their objectives could not be easily measured. 1a. Responded through e-mails to questions raised in the minute papers. 1b. Met with department/program heads to address questions on Institutional Effectiveness planning. 1c. Will provide more examples of measurable objectives and educational outcomes in future workshops. 1d. Will continue to provide hands-on experience for future workshops. 1a. The Department of Planning, Assessment and Research team continue to provide leadership and support of all university units activities regarding Institutional Effectiveness organizational coordination and communication. 1b. To budget adequate funding to department administration to implement effective data reporting and collection. 1a. Keeping in compliance with Federal, State mandates, University Self-Study Guide 2000, and Self-Study Follow-up Action Plan 2000, improved data management through consistent format reporting, database storage and integrative data sharing via Banner.
Critical Needs (If Applicable)
1a. Performance Based Budgeting System and Student Learning Outcome Assessment System software (Mind Gate).
PAR-IEP -Harris, EJ (07-07)
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To Summarize or Report

• For each learning outcome
• Describe what you did
• Report what you found
• Plan what you are going to do

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It's An Ongoing Journey.
PAR-IEP -Harris, EJ (07-07)