Student Learning Outcomes Assessment Workshop HHS College October 17, 2003 Val Whittlesey, Bill Hill, & Ed Rugg Assurance of Learning Council

Goals for an Assessment Plan To articulate as department members what our expected goals and outcomes are for our graduates To evaluate whether we are accomplishing these goals through the curriculum as a whole and within courses that address specific outcomes

Goals for an Assessment Plan To use assessment data to guide improvements/enhancements to the curriculum and instruction To report to external stakeholders [students, employers, the Board of Regents, accreditation agencies (e.g., SACS)]

Changes in the SACS Reaccreditation Guidelines Facilitate preparation for changes in SACS Guidelines (effective 2004) Switch from “Criteria of Accreditation” to “Principles of Accreditation” Comprehensive Standard #1 states that “an educational program for which academic credit is awarded should establish and evaluate learning outcomes” Core Requirement #15 requires “the identification of expected competencies in the undergraduate general education program and evidence that graduates have attained those competencies”

Role of the Assurance of Learning Council Review and provide feedback of program assessment efforts To provide an external review on the Assurance of Learning process to ensure improvement of student learning at the institutional level

Outline for the Workshop To summarize the eight elements of assurance of learning planning and reporting To summarize the Assurance of Learning action plan for Fall of 2003 To summarize the role of the Assurance of Learning Council To summarize changes in the SACS reaccreditation guidelines

“Assessment should be first and foremost about improving student learning and secondarily about determining accountability for the quality of learning produced.” Angelo, 1999 Student Learning is Job 1

Assessment Should be Student-Centered “Student’s academic, attitudinal, and behavioral outcomes are the primary source of assessment data … (and) provide information about the effectiveness of the curriculum, advising, faculty development, ethnic diversity goals, and external linkages with other segments of education.” Halpern et al., pp

Last Spring’s Work Formulation of the Assurance of Learning Council Council developed eight elements for an effective assessment plan Establishment of a link on the KSU Institutional Effectiveness website on “Assessing Student Outcomes” Held an Assurance of Learning Workshop with a group of faculty from the College of Science & Mathematics

Elements of an Effective Assessment Plan 1.Articulating Student Learning Outcomes 2.Connecting the Outcomes to the Program Requirements 3.Connecting Outcomes with Assessment Methods 4.Articulating your Expected Results with Respect to the Outcomes 5.Articulating the Research/Assessment Plan for Gathering and Collecting the Data 6.Collecting & Analyzing the Data 7.Comparing Actual Results with Expected Results 8.Using Results for Improvement

Fall Semester Assurance of Learning (AOL) Foci Focus on Element 1- Articulating Student Learning Outcomes Focus on Element 2- Connecting Outcomes to the Program Requirements Note. Some programs may want to complete additional elements.

Fall Assurance of Learning (AOL) Activities Dissemination of Guidelines for Reporting Elements 1 & 2 of the Assurance of Learning Report AOL Workshops with Each College, General Education, & University Studies AOL Brown Bag Sessions Reports of Elements 1 & 2 of the AOL Reports due Dec. 31 Optional Early Submission of Reports of Elements 1 & 2 of the AOL Reports is Nov. 7 Academic Affairs/CETL Assessment Showcase during Spring semester of 2004

Step 1- Articulating Student Learning Outcomes There are three types of learning outcomes –Knowledge –Skills/Proficiencies –Attitudinally-Based

Step 1- Articulating Student Learning Outcomes There are two levels of specificity at the program level (the same is true at the course level) –Broad learning outcomes –Specific learning outcomes

Step 1- Articulating Student Learning Outcomes Where available, use disciplinary or national models when developing learning outcomes; however, we may choose to adapt a national model of learning outcomes to fit our unique niche or mission

Step 1- Articulating Student Learning Outcomes State Outcomes in measurable terms so that it can be determined if achievement of the learning outcomes has been achieved. –Although broad outcomes can be stated in measurable terms they are still difficult to assess because of their breath. Therefore, because specific outcomes should be the primary focus of assessment, they must be measurable.

Step 1- Articulating Student Learning Outcomes Applying Bloom’s taxonomy (1956) –Original taxonomy divides thinking skills into lower and higher level knowledge, skills, and attitudes. –Anderson and Krathwohl (2001) have adapted Bloom’s model to more outcome- oriented, contemporary language.Anderson and Krathwohl (2001) have adapted Bloom’s model to more outcome- oriented, contemporary language. –Clark (2002) shows how Bloom’s work can be used to develop specific learning outcomes.

Some Examples of Learning Outcomes

Psychology Broad Outcomes Outcome Category 1: Knowledge, Skills, and Values Consistent with the Science and Application of Psychology –Goal 1:Knowledge Base of Psychology –Goal 2: Research Methods in Psychology –Goal 3: Critical Thinking Skills in Psychology –Goal 4: Application of Psychology –Goal 5: Values in Psychology

Psychology Broad Outcomes Outcome Category 2: Knowledge, Skills, and Values Consistent with Liberal Arts Education that are Further Developed in Psychology –Goal 6: Information and Technological Literacy –Goal 7: Communication Skills –Goal 8: Sociocultural and International Awareness –Goal 9: Personal Development –Goal 10: Career Planning and Development

Psychology Broad Outcomes Example Broad Learning Outcome: Goal 2. Research Methods in Psychology Understand and apply basic research methods in psychology, including research design, data analysis, and interpretation

Psychology Specific Outcomes 2.1 Describe the basic characteristics of the science of psychology

Psychology Specific Outcomes 2.2 Explain different research methods used by psychologists a.Describe how various research designs address different types of questions and hypotheses b.Articulate strengths and limitations of various research designs c.Distinguish the nature of designs that permit causal inferences from those that do not

Psychology Specific Outcomes 2.3 Evaluate the appropriateness of conclusions derived from psychological research a.Interpret basic statistical results b.Distinguish between statistical significance and practical significance c.Describe effect size and confidence intervals d.Evaluate the validity of conclusions presented in research reports

Psychology Specific Outcomes 2.4 Design and conduct basic studies to address psychological questions using appropriate research methods a.Locate and use relevant databases, research, and theory to plan, conduct, and interpret results of research studies b.Formulate testable research hypotheses, based on operational definitions of variables c.Select and apply appropriate methods to maximize internal and external validity and reduce the plausibility of alternative explanations

Psychology Specific Outcomes 2.4 Design and conduct basic studies to address psychological questions using appropriate research methods d.Collect, analyze, interpret, and report data using appropriate statistical strategies to address different types of research questions and hypotheses e.Recognize that theoretical and sociocultural contexts as well as personal biases may shape research questions, design, data collection, analysis, and interpretation

Psychology Specific Outcomes 2.5 Follow the APA Code of Ethics in the treatment of human and nonhuman participants in the design, data collection, interpretation, and reporting of psychological research

Psychology Specific Outcomes 2.6 Generalize research conclusions appropriately based on the parameters of particular research methods a.Exercise caution in predicting behavior based on limitations of single studies b.Recognize the limitations of applying normative conclusions to individuals c.Acknowledge that research results may have unanticipated societal consequences

Psychology Specific Outcomes 2.6 Generalize research conclusions appropriately based on the parameters of particular research methods d.Recognize that individual differences and sociocultural contexts may influence the applicability of research findings

MS Primary Care Nurse Practitioner Broad Outcome Example Broad Learning Outcome: Goal 2. Make Clinical Decisions The graduate is able to use critical thinking, clinical judgment skills and ethics to make safe independent and interdependent clinical decisions, incorporating principles of health promotion, awareness, diagnosis and management of client potential and actual health care problems

MS Primary Care Nurse Practitioner Specific Outcomes 2.1 Provide anticipatory guidance and counseling to promote health, reduce risk factors, and prevent disease and disability

MS Primary Care Nurse Practitioner Specific Outcomes 2.2 Employ appropriate diagnostic and therapeutic interventions and regimens with attention to safety, cost, invasiveness, simplicity, acceptability, adherence, and efficacy

MS Primary Care Nurse Practitioner Specific Outcomes 2.3 Formulate an action plan based on scientific rationale, evidence-based standards of care, and practice guidelines

MS Primary Care Nurse Practitioner Specific Outcomes 2.4 Initiate appropriate and timely consultation and/or referral when the problem exceeds the nurse practitioner’s scope of practice and/or expertise

MS Primary Care Nurse Practitioner Specific Outcomes 2.5 Assess client’s motivation for learning and maintenance of health related activities using principles of change and stages of behavior change

Group Exercise Preliminary Information for Articulating Student Learning Outcomes Work Administration of the Teaching Goals Inventory Summary of the Results of the Teaching Goals Inventory

TGI Data % Rating Cluster Essential by Discipline ClusterArtsHum.SSSciMathBusMed Higher-order thinking Facts & principles Jobs/Careers Student development Basic learning skills Role Model

Format for Listing of General and Specific Learning Outcomes (SLO) General SLO (Identify Knowledge, Skill, or Attitude) Specific SLO (Identify Knowledge, Skill, or Attitude) Note. List all General and Specific SLOs for the Academic Program

Self-Evaluation Format for Articulating SLOs Overall Self-Evaluation Exemplary Strong Satisfactory Weak Notably Deficient Indicators A) Knowledge, Skill, Attitude Balance B) Differentiation of General & Specific SLOs C) Compliance with Disciplinary Conventions D) Building Upon Prior Learning E) Lower-Order & Higher- Order Thinking

Step 2 - Connecting Student Learning Outcomes and the Program Requirements

Element 2 Connecting Outcomes to the Program Requirements The course and program requirements for an academic program are designed for student attainment of the knowledge, skills, and attitudes related to an academic program.

Listing Course & Program Requirements Creating an inventory of key course and program requirements is an important step in ensuring a strong linkage between the program’s requirements and the learning outcomes.

Format for Listing of Required Course and Program Requirements Required Course or Program Requirement Note. List all requirements for the Academic Program; the General Education unit should list requirements for general education.

Linking of Course & Program Requirements to GSLOs & SSLOs Using the inventory of course and program requirements, general and specific SLOs should be linked to course and program requirements that facilitate their attainment. In addition, each linked course or program requirement should include a statement on how it contributes to attainment of the specific SLO.

A Description of an Exercise on Connecting Learning Outcomes to the Program Requirements

Format for Linking Course & Program Requirements to GSLOs and SSLOs General SLO Specific SLO Course/ Program Requirement(s) Contributing to Attainment of SSLO ____________________ Note. List all GSLOs and SSLOs for the program. Statement of How the Requirement(s) Contribute to Attainment of the SSLO ______________________ Note. List all Course & Program Reqs. that Contribute to Attainment of the SSLO.

Self-Evaluation Format for Course and Program Requirements Overall Self-Evaluation Exemplary Strong Satisfactory Weak Notably Deficient Indicators A) A Linkage of All Requirements to SLOs B) Reinforcing SLOs through Multiple Program Requirements

Self-Evaluation Format for Course and Program Requirements (cont.) Indicators C) Strength of the Lower Division, Program Admission, and Prerequisite Requirements & SLO Linkage D) Strength of the Common Upper Division (or Graduate) Course Requirements of a Program & SLO Linkage Indicators E) Strength of the Elective Upper Division (or Graduate) Block Requirements of the Program & SLO Linkage F) Building Upon General Education (or Baccalaureate Education for Graduate) Outcomes

Self-Evaluation Format for Course and Program Requirements (cont.) Indicators G) Strength of the Required Practicums & Internships & SLO Linkage H) Strength of the Capstone Experiences and SLO Linkage

Assessment as Research & Scholarship Assessment in the discipline is an opportunity to engage in applied scholarship. Assessment is also the scholarship of teaching and learning. Multiple venues exist to present and publish this scholarship.

Where Do You Go from Here? Involve the faculty!! Allow sufficient time to discuss and agree upon learning outcomes. See it as a constantly changing and evolving process. It NEVER ends!!! Provide resources and time to the departmental faculty leading the effort. Tie this to scholarship.

Questions & Comments?