1. CAS Standards Student Learning Outcomes and Assessment THE BASICS
Learning Outcome for the session:
Participants of the Student Affairs Pro-D who attend this session will be able to write a Learning Outcome Statement for one specific learning activity within their program as demonstrated by the completion of a worksheet distributed during the session, using the format set out in the Reference Guide.
September 23, 2015
Together, we transform students’ lives.

2. What are you learning today?
Participants of the Student Affairs Pro-D day
who
attend this session
will be able to
write a Learning Outcome Statement for one specific learning activity within their program
as demonstrated by
the completion of a worksheet distributed during the session, using the format set out in the Reference Guide.
Kim starts
CAS Standards – Student Learning Outcomes and Assessment

3. Why CAS Standards?
“If you don’t know where you are going, you will probably end up somewhere else” Laurence. J. Peter
clear, consistent and well-developed method of assessment
align with UVic Learning Outcomes
improve student learning experiences
demonstrate and define our successes
Kim starts
CAS Standards – Student Learning Outcomes and Assessment

4. Timeline of CAS LACP: Learning Assessment Community of Practice
Phase I: (July-Dec 2014)
Phase II: (Jan-May 2015)
Phase III: (June June 2016)
Phase IV: (July )
Phase V: (2017-)
Exploration
and Initial Assessment
Assessment strategy implementation and skill development
Skill development and capacity building
Division integration
Professional development and ongoing support
LACP: Learning Assessment Community of Practice
CAS Standards – Student Learning Outcomes and Assessment

5. Writing a Student Learning Outcome
POPULATION
LEARNING EXPERIENCE
Person(s)
engage(s) in (to a degree)
A function / activity
who
will be able to
Graduating seniors
participate in a graduation workshop
INTENDED LEARNING
EVIDENCE
WHY
do __________
to a degree,
as demonstrated by,
as required by or for.
summarize the four key administrative components of graduation,
as demonstrated by a post-workshop survey,
and as required for successful graduation.
CAS Standards – Student Learning Outcomes and Assessment

6. Writing a Student Learning Outcome
10 Tips for writing student learning outcomes that work:
Start by asking: What should students know, be able to do, or be able to demonstrate, when they have completed this learning experience.
Things will go better if a common format is used (see last slide).
Clearly differentiate student learning outcomes from assessment of student satisfaction, program evaluation and other process measures (such as attendance).
Focus on a small number of high priority outcomes to start with.
When developing outcomes, link them to overarching institutional priorities/ outcomes.
CAS Standards – Student Learning Outcomes and Assessment

7. Writing a Student Learning Outcome… continued
Make student learning outcomes as specific, focused, and clear as possible.
Try not to excessively customized outcomes and don’t equate personal goal setting with establishing learning outcomes
Don’t establish outcomes that cannot be evaluated.
When creating learning outcomes, build in assessment. Actively consider how you will evaluate achievement.
Specify the level, or audience, for each outcome, rather than focusing on the student body as a whole.
CAS Standards – Student Learning Outcomes and Assessment

8. Programs, outputs and inputs Demonstration of learning
Types of Assessment
Operational/Institutional Effectiveness
Number of courses in a program
Number of students in attendance
How much students like a program or service
Year-over-year changes in enrolment
Number and variety of meals served in Mystic Market
Number of orientation programs offered
Programs, outputs and inputs
Student Learning
Students who attended at least three counselling sessions were able to verbally identify stress reduction techniques
First year students who attended orientation could name three campus services when surveyed
Work study students could demonstrate interview skills in an exit meeting with their supervisor
Demonstration of learning
CAS Standards – Student Learning Outcomes and Assessment

9. Sample Learning Outcome
Population: Student patients with signs of depression and/or anxiety
Learning Experience: Attend a clinical appointment with a practitioner at UHS between June 7th-9th
Intended Learning: List key health messages provided by their practitioner during their clinical encounter
CAS Standards – Student Learning Outcomes and Assessment

10. Sample Learning Outcome
Evidence: As evidenced by completing a chit at the end of their appointment, deposited into a confidential box in the group room
Why: to demonstrate health literacy that promotes and maintains and improves health and wellness
CAS Standards – Student Learning Outcomes and Assessment

11. Final Learning Outcome Statement
Student patients with signs of depression and/or anxiety
who
attend a clinical appointment with a practitioner at UHS between June 7th-9th
will be able to
List key health messages provided by their practitioner during their clinical encounter
as demonstrated by
completing a chit at the end of their appointment, deposited into a confidential box in the group room.
Kim stops
CAS Standards – Student Learning Outcomes and Assessment

12. Sample Learning Outcome
Population: Admitted University of Victoria graduate students
Learning Experience: Read an outlining the university’s Continuity of Registration policy and steps for registration
Intended Learning: Understand the importance of registration each term and act on registration before the registration deadline
Ada starts
CAS Standards – Student Learning Outcomes and Assessment

13. Sample Learning Outcome
Evidence: As evidenced by the lack of students who remain unregistered after the registration deadline has passed
Why: in order to take responsibility for their own registration and accountability for their status during graduate school
CAS Standards – Student Learning Outcomes and Assessment

14. Final Learning Outcome Statement
Admitted University of Victoria graduate students
who
read an outlining the university’s Continuity of Registration policy and steps for registration
will be able to
understand the importance of registration each term and act on registration before the registration deadline
as demonstrated by
the lack of students who remain unregistered after the registration deadline has passed.
CAS Standards – Student Learning Outcomes and Assessment

15. Assessing Student Learning Outcomes
Moving beyond the survey:
Direct Observation
Interview
Product (manuscript,diary, journal, work of art, performance…..)
Indicators (things that would not change absent of a change in process)
The more detailed and clear the learning outcome, the easier it will be to assess, choosing a well-defined and specific learning event will help too
Better results always come from “activity level” learning assessments - that is one activity within a program or a department
CAS Standards – Student Learning Outcomes and Assessment

16. Assessing Student Learning Outcomes
Outcome: Student residents will have their doors locked on 65% of routine inspections
Residence Life Coordinators
Whether doors are locked when tested
Door-to-door testing of door locks
Whether or not the door is locked
All rooms in residence
Mondays in September between 2PM-5PM
In residences
None
Check off results on a form/grid
Review preliminary results with other RLCs
Written summary of results
Staff time
Assessment Plan
Who is/are the assessor(s)?
What exactly will be assessed?
How will achievement by assessed?
What criteria will determine achievement?
Which/how many students will be assessed?
When will the assessment be done?
Where will the assessment be done?
What technology will be needed?
How will the results be recorded?
How will the results be verified?
How will the results be reported?
What resources will be required?
CAS Standards – Student Learning Outcomes and Assessment

18. Resources for your next steps
UVic Student Affairs website, CAS Standards Resources
Unit Representatives from...
Athletics and Recreation (ATRS), Campus Services (CASV), Office on Indigenous Affairs (INAF), Office of the Registrar (OREG), Student Recruitment & Global Engagement (SRGE), Student Services (STSV)
Student Learning Outcomes and Assessment Reference Guide

19. Together, we transform students’ lives.