1. Making Student Learning Assessment “Work”: Aligning Course and Program Learning Outcomes Mary Tygh, Assessment Specialist, Professional Education Unit Juliet Wunsch, Assessment Coordinator, Department of Theatre and Dance 1

2. Linda Suskie, Assessing Student Learning, 2 nd edition Assessment is: Establishing clear measurable expected outcomes of student learning. Ensuring that students have sufficient opportunities to achieve those outcomes. Systematically gathering, analyzing and interpreting evidence to determine how well student learning matches our expectations. Using the resulting information to understand and improve student learning. 2

3. Why Do Assessment? Why Do Assessment? Assessment of student learning is required for all degree programs, certificates and interdisciplinary minors. The Assessment process quantifies and substantiates that students are learning what we think they are learning. Teaching, Learning and Assessment are integrally linked in the service of student success. Improvement and Accountability 3

4. Resource: Teaching, Learning, and Assessment Connection Website: http://www.wcupa.edu/TLAC/ 4

5. 1. What do we want students to know/be able to do? 2. At what points in their education are they being trained to gain the skills? 3. How do we measure student learning? 4. Once we have the results, how do we use them to improve student learning? 5

6. Defining of Program Learning Outcomes: Every Program will be different: Top Down--Assessment Of Student Learning is regulated by an outside accrediting agency Bottom Up--Evolves by reviewing existing classes and examining the goals to define your program learning outcomes. 6

7. STEP 1: PLAN Establish Learning Goals  What should students know and be able to do when they graduate?  What does a successful student look like?  Clearly identify your Program Goals. 7

8. Defining of Program Learning Outcomes/Resources: (from TLAC website) 8

9. HOW? 1 Method: Curriculum Audit Connect Course Level Assessment with Program Level Outcomes Identifying where outcomes are already being taught in your classes 9 Why Recreate the Wheel?

10. Identifying what’s already there. Identifying which Student Learning Outcomes are taught within each course. Identify what is being taught and how it can be or already is being measured. Direct Measurements/Indirect Measurements ◦Direct Measures: Provable Facts (Test scores, ratings as determined via rubrics,…) ◦Indirect Measures: Proxy Signs that students are probably learning (Perceptions, Outcomes are assumed to be due to an event or specific learning,…) 10

11. An Audit of Classroom Objectives and Measurements already in play… Class: __________________ Submitted by: _________________________________ Course Objectives: (These should be imbedded in the syllabus, but clearly identify what specific knowledge or skills should students have after taking this class?) Teaching Method(s) Used to Assess that these goals are being met: Department Outcomes Resulting from Taking this Course: (Courses would RARELY meet all 3, but should be providing foundations for at least 1!!) ____ OUTCOME 1: Knowledge of theatre as a Liberal Art. ____ OUTCOME 2: Research and scholarship. ____ OUTCOME 3: Career Preparation. 11

12. An informal inquiry into Information Literacy… Hi guys, information literacy is a STAND ALONE ASSESSMENT ITEM, which needs to be isolated/separate from our support of general education assessment goals. Information literacy is the array of knowledge and skills necessary to identify the information needed for a task and then to locate, understand, evaluate, and use that information efficiently and effectively within appropriate ethical and legal limits. These skills relate to a student’s competency in acquiring and processing information in the search for understanding, whether that information is sought in or through the facilities of a library, through practica, as a result of field experiments, by communications with experts in professional communities, or by other means. determine the nature and extent of needed information; access information effectively and efficiently; evaluate critically the sources and content of information; incorporate selected information in the learner’s knowledge base and value system; use information effectively to accomplish a specific purpose; understand the economic, legal and social issues surrounding the use of information and information technology; and observe laws, regulations, and institutional policies related to the access and use of information. I IMAGINE that the bulk of our history, design classes and even performance/character development areas of education would contain these components. Please complete this form for each class which contains an information literacy component. THANK YOU!! Class: __________________ Submitted by: _________________________________ Teaching Method(s) Used to Assess that these goals are being met: 12

13. Different Ways to Measure Program Learning Outcomes  Course Embedded Assessment  Career point assessment Pre-test Mid-point Assessment Capstone Assessment Alumni Assessment 13

14. Coordinating a Matrix to Confirm All Program Outcomes are being Met. 14

15. What do we do with the assessment results? “Closing the Loop” 15 Assessment Cycle Program Learning Goals Defined Assessment Points Identified (Indicators of Student Learning) Results Collected What now? 15

16. QuestionsToConsider: Closing the Loop = Using your Results! Are the students learning what you think they are? Are they gaining the skills necessary to succeed? Might new pedagogies or technologies lead to improved student learning? Where and how should resources be distributed to have the greatest impact on student learning? Should we continue the program as is or should we propose changes? 16

17. EXAMPLE: Course Syllabus for Middle Grades Preparation (MGP) 220—Field Experiences and the Middle-Level Environment (page 1) Course Objectives (Student Learning Outcomes) (Courtesy of Lynda Baloche, Martha Drobnak, and Sally Winterton) 17

18. Course Syllabus for MGP 220 (page 2) PA Dept. of Education (PDE) 4-8 Professional Core Competencies 18

19. Course Syllabus for MGP 220 (page 3) PDE 4-8 Professional Core Competencies (continued) and National Middle School Association (NMSA) Standards 19

20. Course Syllabus for MGP 220 (page 4) NMSA Standards (continued) 20

21. Course Syllabus for MGP 220 (page 5) Professional Education Unit’s Conceptual Framework and MGP Program Outcomes Linked to MGP 220 21

22. Course Syllabus for MGP 220 (page 6) MGP Program Outcomes Linked to MGP 220 (continued) and General Education Goals Linked to MGP 220 N.B.: Information Literacy is embedded in the General Education goals linked to MGP 220 (i.e., think critically and analytically, and make informed decisions and ethical choices). 22

23. Course Syllabus for MGP 220 (page 7) Policies 23

24. Course Syllabus for MGP 220 (page 8) Assignments/Assessments— Journals and Discussion Board/Blog 24

25. Course Syllabus for MGP 220 (page 9) Assignments/Assessments— Assignments 1-4 N.B.: There is a rubric for each of the 5 assignments to evaluate students’/candidates’ work. The evaluation scale/level of performance includes: Target, Solid/Sound, Acceptable, and Unacceptable. 25

26. Course Syllabus for MGP 220 (page 10) Assignments/Assessments— Assignment 4 (continued) and Assignment 5 26

27. Course Syllabus for MGP 220 (page 11) Assignments/Assessments— Lesson Plan and Reflection plus Grading 27

28. Course Syllabus for MGP 220 (page 12) Bibliography 28

29. MGP Program Outcomes Matrix Aligned with Courses including MGP 220 in the 4th Column (page 1) 29 MGP Program Outcomes EDP 200EDP 201MGP 220EDR 306EDR 308EDR 318MGP 335EDP 354SCE 330MAT 351MAT 352 MGP 410- 411 1: TCWD the ability to integrate content, pedagogical, and professional knowledge and skills to create learning experiences that make the central concepts, tools of inquiry, and structures of the content area meaningful for all children and young adolescents in 4-8. XX LP, UP, Exams, JRP XX Inquiry Activity: #1,2, 6 and 7 XX LP; Fin.Proj. Final ex XX LP; Field; Journal; Final ex XX LP: X TCS J#5 TIPR 1, 3 2. TCWD knowledge, understanding, and use of the major concepts, principles, theories and research related to development of children and young adolescents to construct learning opportunities that support the individual’s development, acquisition of knowledge, and motivation. XX Exams; field observations XX Exams; field; reflective journals/ activities X J#4 XXLesson Plan XUnit Plans Inquiry Activity #2 XX LP; Fin.Proj. Final ex XX LP; Field; Journal; Final ex XX TCS J#5 TIPR 2 3. TC, in order to meet the needs of all children and young adolescents Grades 4-8, including those with exceptionalities and from diverse backgrounds, will: a) demonstrate knowledge of different approaches to learning; b) demonstrate the ability to create instructional opportunities adapted to all learners, and c) implement instruction that builds on children’s prior experiences and diversities. X (foundational) (a) Exams; report XX (a) X(b) Exams; Field; Reflective Journals/ activities XX LP, UP, Exams (b,c) (a,b,c) Objective- Anchor Activity Field Experience Analysis Lesson and Unit Plans XX a, b LP; journal XX a, b, c LP; Field; Journal; XX LP TIPR 12 X TCS J# 3,5 TIPR 4 4. TCWD the ability to plan and implement a variety of instructional strategies that promote a) critical and creative thinking and problem solving, b) independent and collaborative inquiry, c) active engagement in learning, and d) self and group motivation. XX LP; Assign # 4 X J #3 XX LP, UP, JRP XXLesson Unit Plans Inquiry Activity # 4 and 5 XX LP; Fin.Proj. XX LP; Journal; Field XX LP, TCS # 5 TIPR 5, 6

30. MGP Program Outcomes Matrix Aligned with Courses (page 2) 30 MGP Program Outcomes EDP 200EDP 201MGP 220EDR 306EDR 308EDR 318MGP 335EDP 354SCE 330MAT 351MAT 352 MGP 410- 411 5. TCWD The teacher candidate will demonstrate knowledge and use of a) effective verbal, nonverbal, and media communications for fostering active inquiry, collaboration, and supportive interactions in the classroom, and b) educational technologies in instruction, assessment, and other professional practices. XX LP; Assign # 4 X Journal X B Tech X (b) XXField Experience Analysis Unit Plans Mid-term and Final Examinations X a In-class assign. X a In-class assign. XX LP TIPR 7 X TIPR 6 6. TCWD The teacher candidate will demonstrate planning and management of instruction based on a) knowledge of young adolescent learners, b) content and curriculum standards, c) the school and local community, and d) the philosophical foundations and organization of middle level education including the essential role of the classroom teacher and children and young adolescents in curriculum development. X (foundational) Lesson plan analysis; exams; reports X Exams; reflective journals/ activities XX A,b,d LP, UP, Exams, JRP XX (b) XX(a,b) Inquiry Activity #1 and 2 Lesson and Unit Plans X a, b LP; In-class assign. X a, b LP; In-class assign. XX LP TIPR 14 X TCS # 1,4,5 TIPR 1, 3 7. TCWD The teacher candidate will demonstrate knowledge and implementation of formal and informal assessment strategies, including student self-assessment, for evaluating and ensuring the continuous intellectual, academic, social, and physical development of children and young adolescent learners in 4-8. XX LP XX LP, UP, Exams, JRP XXXConsumer Inquiry Activity Lesson and Unit Plans Final Examination X Journals LP X Journals LP XX LP; TCS J#6

31. MGP Program Outcomes Matrix Aligned with Courses (page 3) 31 MGP Program Outcomes EDP 200EDP 201MGP 220EDR 306EDR 308EDR 318MGP 335EDP 354SCE 330MAT 351MAT 352 MGP 410-411 8. TCWD the ability to a) identify, evaluate, and use information effectively and within ethical and legal guidelines, b) reflect on one’s own content knowledge, teaching skills and effects of each on the growth and learning of children and young adolescents, and c) seek opportunities to grow professionally. X Reflective journals/ activities XX LP; Assign; 1 X J # 5 XX A + b LP, UP, Exams, JRP XX 9(a,b,c) X b Journals X b Journals XX TCS J#4 X TCS J#6 TIPR 9. TCWD The teacher candidate will demonstrate understanding of collaboration with school colleagues, families, and agencies in the larger community, to support and advocate for the learning and well being of children and young adolescents. XX Assign # 2 XXX TCS J#4 XX TIPR 17 X TIPR 16

32. Moving Towards a Culture of Assessment Keep on going—assessment is an ongoing process. Be flexible. Use assessment results. 32