1. Assessment & Evaluation workshop
Student Learning Outcomes
By: Khatira A. Tarvirdian

2. Overview What is assessment? The assessment cycle
Why do we do assessment?
Aligning outcomes and planning assessment
student learning outcomes

3. What is assessment?
“Assessment is any effort to gather, analyze, and interpret evidence which describes institutional, departmental, divisional, or agency effectiveness” (Upcraft & Shuh, 1996, p.18)
To this definition I would add program or initiative effectiveness*.
For example, an assessment of the daca/safe training at the mdc would be conducted to determine the extent to which the program achieved its goals.
*Effectiveness, we would consider as a measure of the extent to which a program, activity, or learning experience accomplishes its goals, frequently linked to how student learning is advanced.

4. The assessment cycle

5. Why should we do assessment in student affairs?
Assessment is a mindset, not just an activity. Student affairs professionals committed to their roles should be dedicated to using assessment as a framework for practice.
Also because, you need the data to ensure you get funding!!

6. CSU Channel Islands
Aligning provides a compass that helps keep all components of the campus move in the same direction.
University Mission & Strategic Plan
Program’s Purpose
Student Learning Outcomes

7. Learning Outcomes
Learning outcomes are statements that describe significant and essential learning that has been achieved as a result of a specific activity, and can reliably demonstrate at the end of a program.
NOT service outcomes:
participation or
satisfaction

8. Components of a learning outcome
Audience
Program or service
Learning expected
Specific qualifiers
Measurement: tools and process
Responsible parties: for measurement, follow-up and/or reporting
Timeframe
External standards

9. Student Learning Outcome Template

10. Audience
… incoming students who complete the new student orientation program…

11. 2. Program or service
…. The new student orientation program…

12. 3. Targeted Learning
… identify at least one way in which s/he plans to get involved with student life outside the classroom.

13. 4. Qualifiers
all incoming students who complete the new student orientation program will be able to identify at least one way in which s/he plans to get involved with student life outside the classroom.

14. 5. Measurement
… will ask students to check areas of interest as a part of the program evaluation…

15. 6. Responsible parties
Orientation staff will ask students to check areas of interest as a part of the program evaluation and each student will receive follow up from appropriate student affairs personnel.

16. 7. Timeframe
During the final session of each orientation program…

17. 8. External Standards
This outcome is in compliance with first year information grant stipulations.

18. Another Program example
90% of students who participate in intramural sports and respond to the wellness and athletics (W&A) survey will indicate personal growth in at least one of the following areas; sportsmanship, teamwork, leadership, or cultural awareness.
W&A staff will send invitations to intramural participants to complete the W&A survey at the close of each sport.
Participants will be asked to check all areas of personal growth that apply and given the opportunity to explain how the growth was experienced.
This learning objective supports the institutional strategic plan in the areas of civility, leadership and diversity.

19. Student employees example
All student staff members of intercultural services will demonstrate personal growth in cultural competence.
As indicated in the student employee handbook, intercultural services staff will administer a pre and post cultural competence assessment with student workers immediately after hire and again after Two (2) semesters of work.

20. Retention Example
First year students who have actively been involved in at least FIVE (5) student affairs program or services in their first year will show a greater percentage of persistence from first to second year than the overall first year class.
Institutional Research, planning and effectiveness (IRPE) will pull the supporting survey data and registrar data at the end of each academic year.

21. Based on bloom’s taxonomy

22. Thank you… Q&A