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UniLOA The University Learning Outcomes Assessment The Center for Learning Outcomes Assessment, Inc. ©

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Presentation on theme: "UniLOA The University Learning Outcomes Assessment The Center for Learning Outcomes Assessment, Inc. ©"— Presentation transcript:

1 UniLOA The University Learning Outcomes Assessment The Center for Learning Outcomes Assessment, Inc. ©

2 UniLOA Overview The UniLOA is designed to be a useful and usable assessment tool that examines outcomes of interest to student affairs and academic affairs professionals. The UniLOA is a ‘dashboard indicator’ of student growth, learning, and development as measured by behavior and is a powerful tool to assist faculty, administrators, and student affairs professionals to support evaluation, planning, and program development. Either pencil-and-paper or electronic formats can be used to administer the UniLOA, which is typically completed by students in 20 minutes. Unlike many instruments which survey students’ attitudes, feelings, or beliefs, the UniLOA is designed to survey students’ actual behaviors, as the authors believe that expressions of the behavioral domain are qualitatively different than affective or cognitive expression and serve as solid performance indicators for future behaviors.

3 Fundamental Questions in Higher Education Answered by the UniLOA In what ways and to what degree do college students grow, learn, and develop as a result of their collegiate experience? What is the measurable “value-added” component of the collegiate experience? In what ways and to what degree does a particular institution impact its students’ growth, learning, and development as compared to other institutions? What areas of student behavior should be addressed by a particular institution to increase the probability that maximum growth, learning, and development will occur in its students?

4 Reciprocal Domains of the Human Experience Behaviors – What we DO Cognitions – What we THINK Affect – What we FEEL The UniLOA authors believe that expressions of the behavioral domain are qualitatively different than affective or cognitive expression and serve as solid performance predictors for future behaviors. Behaviors CognitionsAffect

5 Determination of UniLOA’s Domains To determine “what is important” for a student to learn as a result of their collegiate experience, responses were gathered to the following question, posed to a nationwide group of employers, university administrators, faculty, students, and others: As students walk across the graduation platform and are awarded their degrees, what skills, attributes and qualities should they possess?

6 UniLOA Domains Reliability Cronbach’s Alpha UniLOA Domains Internal Reliability Critical Thinking (IR-.87) Self-Awareness (IR-.80) Communication (IR-.80) Diversity (IR-.80) Citizenship (IR-.86) Leadership and Membership (IR-.84) Relationships (IR-.80)

7 Attributes of the UniLOA Instrument Nationally Normed High Degree of Construct and Concurrent Validity Highly Reliable Diagnostic Prescriptive Behavioral Short Pencil-and-Paper or Electronic Format Multiple Demographics for analysis

8 SAMPLE ITEMS FROM THE UNILOA The following slide presents seven questions (one from each domain) from the UniLOA and reports the current mean score for that item as computed by data from the UniLOA National Database. Please note that each of the UniLOA’s items asks students to report how often (or the frequency) they engage the particular behavior described. Each question begins with a concept, followed by an example of a type of behavior consistent with that concept.

9 LOW ITEM MEANS FOR EACH OF THE SEVEN UNILOA DOMAINS Item and DomainItem Narrative National Mean 57 (Critical Thinking) I an good at describing things in class. For example, I answer the teachers’ quesitons when we are reviewing material (Self-awareness) I list my personal goals for a class or activity. For example, I list my learning goals for a class beyond the learning outcomes listed in the syllabus, as well as my goal for a grade (Communication) I make sure that whin I am talking with someone I change my communication style to be consistent with their world view. For example, when speaking to someone who is devoutly religious, I take that into account when I speak with them (Diversity) I can tell anyone what diversity is. For example, I have a “standard” answer when someone asks me about diversity (Citizenship) I engage in the political process through voicing viewpoints. For example, I write letters to the editor, engage in debate with others, or contact political leaders to voice my opinion (Membership/Leadership) I actively seek leadership opportunities in the areas that are important to me or in which I have expertise. For example, I seek to be a leader in the groups I belong to (Relationships) I use effective networking skills. For example, I go out of my comfort zone to introduce myself to and establish and maintain an appropriate relationship with others, such as my professors and supervisors 64.20

10 National Mean Score Gains over Students’ Academic Lifespan Critical Thinking Self AwarenessCommunicationsDiversityCitizenshipMembership/ Leadership Relationships 1 st Term Last Term 1 st Term Last Term 1 st Term Last Term 1 st Term Last Term 1 st Term Last Term 1 st Term Last Term 1 st Term Last Term Mean Scores Net Gain over Academic Lifespan

11 Institutional Licensing An annual license fee of $1, and signing of a formal license agreement includes: Unlimited number of administrations to enrolled students at the licensed institutions over the license year Electronic or pencil-and-paper administration formats Complete data collection (via electronic administration) Analysis and comprehensive report writing Report writing includes all standard analyses and any additional analyses at the request of licensee Consultation services for design of administration protocol Consultation services for design of a response plan to findings Licensees must agree to the following provisions: Submission of all raw data collected without personally identifiable information of the student completing the UniLOA. The UniLOA must be administered in its entirety, but additional demographic questions can be added. All data will be added to the UniLOA National Database for aggregate reporting (individual institution results will not be released to any other party without express permission of the licensee). Licensee will seek guidance and/or approval from its local Institutional Review Board before administering the UniLOA. No individual student results will be used for admission, retention, or intervention decisions, nor will individual student scores be reported in such a way as to allow for identification of that individual. Administration of the UniLOA will be in accordance with the Code of Fair Testing Practices in Education Use of or administration of the UniLOA by any individual or institution not expressly licensed by the Center for Learning Outcomes, Inc. is a violation of copyright law.


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