1. Measuring Learning that Works!!
Measuring Learning - Wehlburg
Measuring Learning that Works!!
Loraine

2. Direct – actually using a student work product
Measures
Direct – actually using a student work product
Indirect – not using a student work product

3. Measures are where the “Rubber Meets the Road” for Outcomes.
Remember this:
Measures are where the “Rubber Meets the Road” for Outcomes.

4. Students demonstrate knowledge or skills through their work.
Direct Measures
Students demonstrate knowledge or skills through their work.

5. Perceptions of learning (e.g. a survey)
Indirect Measures
Perceptions of learning
(e.g. a survey)

6. Choosing Measures
Implement the easiest/most interesting measures first
Evaluate timeliness and cost (including the most valuable resource--faculty time)
Consider WHO will analyze the information
WHEN will it be analyzed (over summer?)

7. Measure Student work toward the end of the degree program
Choosing Measures
Measure Student work toward the end of the degree program
Select measures that can be controlled by the program
Measure things the program can influence

8. Choosing Measures
For new measures, consider a pilot study to determine
difficulty of data collection
usefulness of results
whether the data answer the right question

9. Choosing Measures Be mindful of motivation
An exit exam that is not part of a course grade might not accurately reflect what students know
A long employer survey may yield too low a response rate
Get faculty feedback—will they take stock in the results?

10. Rubrics
A way to manage analytical grading by breaking the overall evaluation of an assignment into specific criteria or expectations, rating each criterion on a scale.

11. Rubrics Advantages: Saves time All graders use the same criteria
Graders use criterion-referenced judgments (level of competence), rather than norm-referenced judgments (performance relative to others)

12. Rubrics
Use or adapt a rubric that already exists (examples in every discipline!) OR
Create one:

13. Measuring Learning - Wehlburg
Or Create a Rubric!
identify the elements of the assignment to be evaluated – list down the left column of a grid
identify the levels of performance (e.g. excellent / proficient/ acceptable/ unacceptable) – list across the top of the grid
to improve reliability and reduce ambiguity, include a detailed description of each trait at each level of performance in the boxes

14. Rubrics Writing rubric 3 - Exceeds expectations 2 - Meets expectations
1 - Fails to meet expectations
1. Development
-Original ideas are fully elaborated
-Logical examples create strong argument
-Some original ideas are evident
-May be a sense of incompleteness in the argument
-Ideas are basic or obvious
-Examples are unclear or irrelevant
2. Conventions
-Free or almost free of errors
-Some errors; do not interfere with communication
Errors interfere with communication and damage writer’s credibility
Next criteria, etc…

15. Questions?