1. ASSESSING STUDENT LEARNING OUTCOMES IN DEGREE PROGRAMS CSULA Workshop Anne L. Hafner May 12, 2005

2. 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

3. 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)

4. ASSESSMENT & ACCREDITATION Accreditation: Collegial process based on self and peer assessment for public accountability and improvement of academic quality: WASC: “Educational Effectiveness”

5. 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 program’s mission and goals are linked to CSULA mission

6. IDENTIFY STAKEHOLDERS Program Users and Providers Users: students, other programs Providers: faculty, staff and administrators

7. 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

8. 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

9. 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)

10. 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)

11. 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)

12. 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 )

13. 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

14. 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

15. FEEDBACK MECHANISMS Program needs a feedback mechanism to “close the loop”on 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

16. 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