Promoting Investment and Engagement in Learning Outcomes Assessment Research-based Guidelines and Practical Strategies   Workshop A in the 2014 Learning Outcomes Conference 11:45 AM -12:45 PM – Thursday 16 October 2014 Tom Angelo thomas.a.angelo@gmail.com

Seven Draft Guidelines For Promoting Investment & Engagement in LOA Page 1 – Bottom Half Seven Draft Guidelines For Promoting Investment & Engagement in LOA Build shared trust Build shared language and concepts Build shared goals and motivations Design backward and work forward Think and act systematically Take a scholarly approach Don’t assume, ask

“You can’t fix by analysis what you bungled by design. ” Light, R “You can’t fix by analysis what you bungled by design.” Light, R., Singer, J. & Willett, J. (1990). By Design. Cambridge, MA: Harvard U. Press.

“You can’t fix by assessment what you bungled by curriculum design and implementation.”

Values p. 2 Jot down 2 or 3 educational/professional values you hold that motivate your involvement in Learning Outcomes Assessment work. _________________________________________

Which value(s) did you mention? Improving Equity Improving Retention Improving Learning Innovation Other value(s) When’s lunch? 6 6

Goal Ranking & Matching Exercise – p. 2 What are your Learning Goals for Learning Outcomes Assessment? _________________________________________ 11/20/2018

Page 2 - Bottom The Teaching-Learning Pyramid 8 8

Page 2 - bottom The Teaching-Learning Pyramid Ss can learn Only from faculty %-age Ss can learn from more advanced Ss %-age Ss can learn cooperatively %-age Students can learn independently 9 9

Six Dimensions of Higher Learning Outcomes Page 3 Six Dimensions of Higher Learning Outcomes % Then? % Now? ____ Factual Learning _____ ____ Conceptual Learning _____ ____ Procedural Learning _____ ____ Conditional Learning _____ ____ Reflective Learning _____ ____ Metacognitive Learning _____ 100% 100% 10

Which of those six dimensions needs and deserves the most focus if we aim to foster: Critical thinking? Problem-solving? Professional practice? Life-long learning?

Metacognition involves . . . Self-Awareness Knowing that and when you are thinking Self-Monitoring Noticing the quality/intensity of your thinking Self-Regulation Directing/Correcting your thinking Reflection requires metacognition, but goes beyond it to affect values, beliefs, actions and/or habits 12

A Reflection-in-Action Exercise Rate your own learning approach thus far in the session: 1. Non-learner (I don’t see the point, or I already know all this.) 2. Semi-attentive (Gimme a break! It’s lunchtime.) 3. Engaged recipient (I’m taking it all in.) 4. Active Participant (I’m contributing & cooperating.) 5. Reflective Synthesizer (I’m making connections to prior knowledge and future action.) Adapted from Guskey, T.R. (2000), p. 135. 13

Page 4 – top half Plus-Minus-Question Mark Please mark each item on the list with a plus sign, minus sign, or question mark Use the plus ( + ) if you’re sure you know what it means Use the minus ( – ) if you’re sure you do not know Use the question mark (?) if you’re unsure 14 14

If you followed directions: A “Balcony” Question If you followed directions: Did you read and think about the list on page 4 any differently than you would have if you had simply been asked to “read it”? 15 15

“Backward” Course (Re)Design – A Simple Assessment Page 4 – bottom half “Backward” Course (Re)Design – A Simple Assessment Step # Sequential Steps in Bakward Design Column 2 Observed Column 3 Preferred 1 Program ILOs 2 Course ILOs 3 Standards 4 Summative 5 Formative 6 Learning Activities, etc. 7 Teaching Strategies 8 Program Review

A Course/Teaching Feedback Form Page 5 A Course/Teaching Feedback Form What values do our course and teaching assessment systems convey to students? To faculty? 17 17

Page 6 Applications Card Ideas/Techniques Possible Applications

The Parking Lot Test A simple technique for getting more value from the session – and making follow up more likely to occur. 19 19

What, Why and How Choose one of your possible applications. Prepare to answer the three questions below about that specific application: What is it? Why do you think it might be useful? How do you think you might use it? 20 20

Please complete the workshop evaluation form Please complete the workshop evaluation form. Thanks for your participation! 21 21