1. Evidence of Success: Assessing Student Learning Outcomes in International Education
Dr. Darla K. Deardorff
Association of International Education Administrators
Duke University
D.K. Deardorff, Duke University, 2012

2. D.K. Deardorff, Duke University, 2012
Overview
Definitions, Context, Key Questions
Framing Assessment: Logic Model
Framing Global Human Resources Outcomes: Intercultural Competence Framework
Implementing Assessment
D.K. Deardorff, Duke University, 2012

3. D.K. Deardorff, Duke University, 2012
Definitions
Assessment – information on and for student learning
Evaluation – applied research, systematic investigation for program improvement
Key: Defined criteria (objectives)
Evaluation – about determining worth
D.K. Deardorff, Duke University, 2012

4. D.K. Deardorff, Duke University, 2012
Levels
Institution
Program/Department
Student
Inputs (resources), Outputs (numbers), Outcomes at each level
D.K. Deardorff, Duke University, 2012

5. Assessment-International Education Contexts
“At Home” – curriculum, extra-curricular activities, community involvement/impact, domestic/internat’l student interaction, policy, financial/economic, campus climate
Abroad (Cross-border) – involves cross-border delivery of education through exchange, distance and e-learning, branch campuses, partnerships, host community impact
D.K. Deardorff, Duke University, 2012

6. D.K. Deardorff, Duke University, 2012
Key Questions
What is the evidence of student success in international education?
How will students know they have been successful in their learning?
How will others know that our students are successful ?
D.K. Deardorff, Duke University, 2012

7. D.K. Deardorff, Duke University, 2012
ASSESSMENT APPROACH
PROGRAM LOGIC MODEL…
…Program “road map:”
1) Where are you going?
2) How will you get there?
3) How will you know when you’ve arrived?
D.K. Deardorff, Duke University, 2012

8. APPROACH Moving beyond OUTPUTS to OUTCOMES
What are indicators of success in international education?
What are meaningful outcomes (results) of internationalization efforts?
Define outputs and outcomes
D.K. Deardorff, Duke University, 2012

9. Activities/Components of Internationalization
__________________________________________________________________________
INTERNATIONALIZATION
at institutions of higher education
Inputs/Resources
needed for implementation of components of internationalization |
Activities/Components of Internationalization
(college leadership, faculty involvement, curriculum, study abroad, international students/scholars/faculty, international co-curricular units)
Outputs of Internationalization
(i.e., number of international students, number of study abroad programs, number of students studying foreign languages, etc.)
Outcomes of Internationalization
Intercultural competence – what is it?
How do higher education administrators define it? intercultural experts?
How can it be assessed?
= Long-Term Impact of Internationalization
_______________________________________________________________
General program logic model applied to internationalization. (Deardorff, 2004,)
D.K. Deardorff, Duke University, 2012

10. Program Logic Model - Inputs
WHAT is invested in the program
Inputs include resources such as faculty, staff, money, time, partners
D.K. Deardorff, Duke University, 2012

11. Program Logic Model - Activities
What we DO
Includes learning opportunities - training, curriculum, education abroad, etc.
D.K. Deardorff, Duke University, 2012

12. Program Logic Model - Outputs
WHO participates
Includes numbers of international students, % of students studying abroad, number of international courses, etc.
D.K. Deardorff, Duke University, 2012

13. Program Logic Model - OUTCOMES
The meaningful RESULTS of what we do
Provides the meaning behind the outputs (numbers)
D.K. Deardorff, Duke University, 2012

14. Program Logic Model - Impact
What are the long-term RESULTS?
Includes decisions, policy changes, impact on conditions (human, economic, civic, etc)
D.K. Deardorff, Duke University, 2012

15. D.K. Deardorff, Duke University, 2012
Framing Assessment
Inputs
Activities
Outputs
Outcomes
Impact
D.K. Deardorff, Duke University, 2012

16. D.K. Deardorff, Duke University, 2012
ASSESSING OUTCOMES
Starting point (Alignment is key! ):
Mission Statement
into
Goals
Measurable Objectives
D.K. Deardorff, Duke University, 2012

17. Framing Global Human Resources Outcomes
Defining intercultural competence….
Knowledge, Skills, Attitudes
Internal and External Outcomes
(see Deardorff, 2006, 2009 – Deardorff ICC Framework handout)
D.K. Deardorff, Duke University, 2012

18. Example: Global Learning Goal
Goal: Develop interculturally competent students
Outcome: Students will state 3 different cultural perspectives which can give alternative solutions to the given situation/problem
Well defined, specific measurable objectives, aligned and integrated assessment measures
D.K. Deardorff, Duke University, 2012

19. EAIE 2009- Deardorff presentation
Where to go from here…
Articulate and define your goals and outcomes
Prioritize the key goals/outcomes
Determine methods based on prioritized goals/outcomes
EAIE Deardorff presentation

20. D.K. Deardorff, Duke University, 2012
Assessment Methods
Methods determined by clearly articulated assessment questions
Include:
DIRECT METHODS
INDIRECT METHODS
= COMBINATION OF QUANTITATIVE AND QUALITATIVE METHODS
D.K. Deardorff, Duke University, 2012

21. D.K. Deardorff, Duke University, 2012
DIRECT METHODS =Demonstration of student learning (authentic assessment)
Embedded course assessment
Portfolios
Performance
Testing
Papers/projects
Capstone
D.K. Deardorff, Duke University, 2012

22. INDIRECT METHODS =Perception of student learning
Surveys (inc. self-assessments)
Interviews
Focus groups
Curriculum/transcript analysis
Documented data
D.K. Deardorff, Duke University, 2012

23. Implementing Assessment
1) Assessing Institutional Context & Resources 2) Putting together an Assessment Team 3) Developing an Assessment Plan 4) Garnering Support for the Assessment Plan 5) Implementing the Plan
D.K. Deardorff, Duke University, 2012

24. Assessment Process/Cycle
Define outcomes (based on mission/goals) and establish measurable criteria
Identify appropriate assessment methods
Collect data
Analyze data
Use data – design and apply changes
Communicate data
Evaluate the assessment process
D.K. Deardorff, Duke University, 2012

25. Using Assessment Results
Improving student teaching & learning
Curriculum/program improvement
Inform decision-making
Secure resources
Accountability
Advocacy
Academic legitimacy/faculty support
D.K. Deardorff, Duke University, 2012

26. Assessment – Lessons Learned
Collaborate - Put together Assessment Team
Adapt - Build on what you have
Measure – what is valued (align!)
Plan - Develop assessment plan
Use – use what you assess
Support – from leadership, stakeholders
Deardorff, 2008
D.K. Deardorff, Duke University, 2012

27. D.K. Deardorff, Duke University, 2012
Final thought
“….assessment efforts should not be concerned about valuing what can be measured but, instead, about measuring that which is valued.” (Banta, et al, 1996)
D.K. Deardorff, Duke University, 2012

28. D.K. Deardorff, Duke University, 2012
Thank you….
…. Domo Arigato!
D.K. Deardorff, Duke University, 2012

29. For further information….
Bolin, M. C. (2007). A Guide to Outcomes Assessment in Education Abroad. Forum on Education Abroad.
Deardorff, DK (2006) Identification and Assessment of Intercultural Competence in Journal of Studies in International Education (Fall 2006).
Deardorff, DK (2007). Principles of International Education Assessment in IIENetworker (Spring 2007).
Deardorff, DK (2009). The SAGE Handbook of Intercultural Competence, (Sage).
Green, M.F., Luu, D. & Burris, B. (2008). Mapping Internationalization on US Campuses: 2008 Edition. Washington DC: ACE.
For additional articles on these topics, please contact
Darla K. Deardorff at
…. …
D.K. Deardorff, Duke University, 2012