1. Learning Goals Development & Assessment The Basics of Goals-Based Course Design

2. Learning goals and course assessment Learning goals and a plan for assessment are required: when proposing any new course, and/or… when proposing a course for Core Curriculum goal(s). All courses have implicit goals for student learning. This is about making those goals explicit.

3.  What do you want students to be able to do? …these are your goals for student learning outcomes [SLOs].  Is the course design successful in promoting those outcomes? …this forms the basis for your assessment plan.  What if you’re not satisfied with the results? …modifications to the course, to the learning goals, or the assessment plan are all part of “closing the loop.” What are you trying to accomplish in this course? Closing the loop

4. So what is a “learning goal”? What isn’t? Students will… Analyze Apply Assess Analyze Apply Assess Communicate Employ Engage Evaluate Examine Explain Formulate Identify NOT: Attendance Participation Extra credit work

5. learning goals & outcomes Learning goal*: In this course, students will…. Analyze issues of social justice across local and global contexts, with reference to a clearly identified 21st Century Challenge. Desired outcomes**: Defines/explains what “social justice” means in specific local and global contexts. Explains the causes of the particular social justice(s)/ injustice(s) in these contexts. Identifies who/what would need to change to advance social justice in those contexts. Identifies resources for and obstacles to change, and alternative solutions. * Core Goal d, under 21C: 21st Century Challenges Core Goal d ** from the Core rubric for 21C Goal d21C Goal d

6. My learning goal: Students will learn to effectively analyze information that is presented in a variety of formats, including graphs and tables. read and correctly interpret various forms of graphically-presented data. Analyze the data, to formulate an accurate description of what it represents; and then… Explain to a general (non-expert) audience, accurately and effectively, the meaning of the data as presented. How would that be done?

7. Basic elements of assessment A simple method matched to your pedagogy and course design. The key questions: What learning goals are central to this course? How do I prompt students to achieve these goals? How will I assess SLOs on these goals? * SLO – the Student Learning Outcome(s) for a course or program goal

8. Identify course elements that require students to achieve the goal(s). Define the criteria for judging student performance: what must be present in the work, and… what constitutes minimum satisfactory performance. Use this set of standards to measure student outcomes. Where? What? How? Steps to course assessment…

9. How is this different than grading? Course grades may include other elements. Students may perform differently on given assignments, yet earn the same course grade. The pattern of outcomes on this assignment can reveal how effectively it helps students achieve the learning goal(s). Learning goals are assessed across students

10. Which course components lead most students to demonstrate the knowledge/ skills you have defined as central to the course… …and which aspects/elements you may want to modify. You already do this. Assessment just makes the process more systematic. Learning goals are assessed across students What does this tell you?

11. the assessment loop Assessment is a cyclical process. It’s not only about generating information simply and sustainably – It’s about using the information effectively, to improve student outcomes over time.

12. Steps to a course assessment plan… What are the most crucial things for students to learn and do in this course? What are the criteria for achieving those goals? what elements must be present… what do satisfactory and unsatisfactory SLOs look like? learning outcomes & goals

13. assessment terms Performance criteria define desired outcomes (SLOs)* for a learning goal, and distinguish levels of student achievement. The aim: clarify the baselines for acceptable /successful performance, and define good – better – best performance. Performance criteria * SLO – the Student Learning Outcome(s) for a course or program goal * SLO – the Student Learning Outcome(s) for a course or program goal

14. assessment terms A set of performance criteria, defining different levels of performance on learning outcomes. Rubrics often appear in matrix form, with criteria on one axis and performance levels on the other. (Examples: CRC rubrics)CRC rubrics Rubrics

15. Steps to a course assessment plan… What are the things that are the most crucial for students to learn and do in this course – the central learning goals? How will you collect information about student achievement on the specific learning goal(s)? assessment tool(s)

16. assessment terms Any instrument designed to collect data about student knowledge and/or skills acquisition. Example… Goals-based rubrics student portfolios use of common test items in multiple courses concept map assignment(s)/test(s) nationally-normed standardized tests… Assessment tool

17. assessment tools Portfolio assessment requires guidelines for: what is collected (required, optional), when (due dates), by whom (student, instructor); and how it will be scored. Goals and scoring criteria should be clear to students as well as to reviewers. example: Portfolio Assessment Rubric, with scoring instructionsPortfolio Assessment Rubric, with scoring instructions http://www.tltgroup.org/resources/Rubrics/PracticumAssessmentRubric.htm portfolios

18. assessment tools use of common test items in multiple courses pre-post tests exam scoring guides nationally-normed standardized tests Pre-post tests & common test items

19. assessment tools Concept map tests: exploring student conceptual and analytical skills example from: http://commons.wikimedia.org/wiki/File:Conceptmap.gif http://commons.wikimedia.org/wiki/File:Conceptmap.gif concept map assignment(s) / tests

20. Embedded assessments Assessments that measure learning goal SLOs through student work that is integral to the course, such as … –class presentations (individual or group) –research papers –Exams, quizzes –lab projects, etc. (….as opposed to using external metrics to measure learning outcomes - for example, a Major Field Test). assessment terms

21. Steps to a course assessment plan… Where must students demonstrate the skills and/or abilities that define the learning outcomes for these goals? Note: Assessment should be based on work required of every student. Embedded assessments

22. Where? What? How?

23. Closing the assessment loop… ….analyzing – and acting on – the results of assessments.

24. Now…. Your Questions? 24