1. 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

2. 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

3. “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.

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

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

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

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

8. Page 2 - Bottom The Teaching-Learning Pyramid8 8

9. 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

10. 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% % 10

11. 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?

12. 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

13. 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

14. 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

15. 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

16. “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

17. 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

18. Page 6 Applications Card
Ideas/Techniques
Possible Applications

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

20. 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

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