Introduction to Program Learning Assessment Ed Morgan , 617-627-0897 or email: enm_assessment@icloud.com Ed Morgan, Associate Director, Center for the Enhancement of Learning and Teaching, Tufts University

Steps to a Sustainable Assessment Plan Goals for learning in the degree program Measurable Learning Objectives (Competencies, Intended Outcomes, etc.) Student work, opinions, observations, that are Aligned and that Measure For the student journey, a Curriculum Map Gather together to assess, review results, and reflect Individually, to celebrate or make adjustments This is an outline of an average process. This is to serve as inspiration for creating your own.

Goals for the degree program In five years, you see a student at the airport. What do we want that students to know, be able to do, or care about? To know is for knowledge (cognitive), To do is for Skills (Behavioral), and Cares (Affective) are for attitude, or emotion Imagine you meet with program faculty, what would you need to have this conversation?

Measurable Learning Objectives Measurable = Action / behavioral verbs (E.g. List, compare and contrast, apply, produce) How, can you see learning? The key to measuring learning is to make it visible, and thus using the words understand, know, appreciate, (etc.), are thought processes, and not at all visible. So we avoid them in learning objectives. Instead use action or behavior verbs. See the “Sherfield and Moody Classification” document (handout) to select accurate and more fun words! Handout: Criteria to evaluate Learning Objectives…

Examples of Measureable Objectives (Sentence stems…) Will articulate their assumptions about students. Will write a lesson plan. Integrate effective communication processes into professional. Collaborate with others to promote …. Synthesize knowledge as the foundation for providing…

Evaluate these Objectives Apply management principles and tools that are used to conserve biological diversity at levels from genes to landscapes (case studies, final poster project) . Sometimes course instructors simply copy program objectives into their syllabus. A fair critique of my examples is that some are clearly course objectives. Program objectives are generally one step above course objectives, more general. Source: Conservation Biology Syllabus

Evaluate these Objectives 1 Create geographic data from maps (georeferencing) (measure) Understand key symbols for the interpretation of maps “Understand” is a thought words, and is not visible. So we cannot tell if a student “understands”. Source: GEOG 50: Introduction to GIS Syllabus

Evaluate these Objectives 2 Describe 5 of the ways in which both change and continuity have affected cultural history ( Write, chalk board, examples). Appreciate the differences between western and eastern music traditions. Next: If you have learning objectives, and courses that students follow on a journey, then you need, a map Music 315: A Seminar in World Music Syllabus

Evaluate these Objectives 3 Select, effectively integrate, and document appropriate resource materials from library databases and print holdings [Music 315: A Seminar in World Music Syllabus]. Write essays that satisfy the specific needs of audiences in the disciplines of the sciences, social sciences, and humanities [English, 300-level].

Uses of a Curriculum Map Identify useful evidence in assignments Highlight the gaps and redundancies in teaching and learning within the curriculum, Plan for purposefully increasing the level and quality of student knowledge, skills and cares, Reveal the homogeneity or diversity of Assessment forms among classes. This is about the student journey. Solve problems for faculty, with evidence (aligned assignments, with clear criteria) Duplication can be purposeful, or boring Measured, documented growth and development of skills  Variety of assessments to produce graduates with critical thinking skills that can be applied in communities and professions, 

Useful to quickly see student progress along each learning objective/intended outcome

CH 1/Introduction to Community Health CH 2/Health Care in America Courses CH 1/Introduction to Community Health CH 2/Health Care in America CH 30/CH Research Methods Learning Outcomes Students can understand how multiple disciplines bring unique perspectives to cross-cutting questions of health and societies. [Measureable assignment] Students can explain and assess social and behavioral interventions to improve the health of populations. Here you can see more clearly how each course assignment moves students along.

Who has an external accreditor? Usefulness of this chart: Directly document the relationship between the AVMA (external accreditor) Learning Outcomes, the DVM Curriculum’s learning activities, and assessments of student knowledge, skills and values. This is also useful for General Education objective alignment with course assignments.

Gather to assess Purpose: Examine “evidence” of program student learning, discover gaps in learning, plan adjustments to ensure optimal learning. When: End of semester or year What evidence?: Assignments you selected, Who: Colleagues to talk, and synchronize Fun! Informing adjustments (solving problems): E.g. Fashion Design; Zippers E.g. Chemistry, multiple-choice,

Evaluation Criteria (Rubrics) Provide equity to all students through clarity Can be an equalizer with students with different preparation levels Provides consistency across grading A tool for student learning – how? A tool for teacher reflection – how? Criteria are how assignments become direct evidence, objective evidence, useful for adjustments, How to develop: Graphic arts teacher: >10 years, comments provided to students, Copy and crap detector Purpose is to provide useful feedback to students