1. Terrel L Rhodes Association of American Colleges and Universities University of South Carolina May 21, 2010

2. LEAP Essential Learning Outcomes Knowledge of Human Cultures and the Physical and Natural World Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts Focused by engagement with big questions, both contemporary and enduring Intellectual and Practical Skills, including Inquiry and analysis Critical and creative thinking Written and oral communication Quantitative literacy Information literacy Teamwork and problem solving Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance

3. LEAP Essential Learning Outcomes Personal and Social Responsibility, Including Civic knowledge and engagement—local and global Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning Anchored through active involvement with diverse communities and real world challenges Integrative Learning, including Synthesis and advanced accomplishment across general and specialized Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems

4. The Principles of Excellence Principle One: Aim High—and Make Excellence Inclusive Make the Essential Learning Outcomes a Framework for the entire Educational Experience, Connecting School, College, Work, and Life Principle Two: Give Students a Compass Focus Each Student’s Plan of Study on Achieving the Essential Learning Outcomes—and Assess Progress Principle Three: Teach the Arts of Inquiry and Innovation Immerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College College Learning for the New Global Century

5. The Principles of Excellence Principle Four: Engage the Big Questions Teach through the Curriculum to Far-Reaching Issues—Contemporary and Enduring—in Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom Principle Five: Connect Knowledge with Choices and Action Prepare Students for Citizenship and Work through Engaged and Guided Learning on “Real-World” Problems Principle Six: Foster Civic, Intercultural, and Ethical Learning Emphasize Personal and Social Responsibility, in Every Field of Study Principle Seven: Assess Students’ Ability to Apply Learning to Complex Problems Use Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement College Learning for the New Global Century, 2007

6. What’s Next on Accountability and Assessment?

7. Assessment and Accountability: What are the Connections? Higher education institutions are accountable to students, to local communities, to funders—public and private, and international/policy makers. Higher education institutions assess their success in order to demonstrate that they are accountable and worth investment. But, assessing student learning has other purposes beyond just accountability.

8. Why Assess? The Multiple Purposes To learn what is working and what is not and to improve programs, courses, departmental outcomes. To enable students to see their own progress and learn how to improve over time. To provide information students can use to demonstrate what they know and can do to future employers, colleges and others.

9. Assessment for Continuous Improvement Assessment for Accountability Strategic dimensions PurposeFormative (improvement)Summative (judgment) StanceInternalExternal Predominant ethosEngagementCompliance Application choices InstrumentationMultiple/triangulationStandardized Nature of evidenceQuantitative and qualitativeQuantitative Reference points Over time, comparative, established goal Comparative or fixed standard Communication of results Multiple internal channels and media Public communication Uses of resultsMultiple feedback loopsReporting Two Paradigms of Assessment Ewell, Peter T. (2007). Assessment and Accountability in America Today: Background and Context. In Assessing and Accounting for Student Learning: Beyond the Spellings Commission. Victor M. H. Borden and Gary R. Pike, Eds. Jossey-Bass: San Francisco.

10. Why multiple measures? Good assessment practice We must hold ourselves accountable for assessing our students’ best work, not generic skills and not introductory levels of learning. College-level learning takes different forms for different majors, fields, levels. Diagnostic, milestone, and culminating assessments all play a role.

11. Is there a role for standardized tests? Yes, but… Given that currently available tests only measure a limited set of capabilities,…standardized tests play only a limited role in any comprehensive assessment or accountability approach.

12. The Time is Right … Assessment practices are changing to include… Qualitative – not just quantitative Qualitative – not just quantitative Formative – not just summative Formative – not just summative Performance over time – not just one course, one test Performance over time – not just one course, one test Sophisticated skills and responsibilities – not just knowledge Sophisticated skills and responsibilities – not just knowledge Problems with multiple solutions – not just “right” answers Problems with multiple solutions – not just “right” answers Co-curriculum not just the curriculum Co-curriculum not just the curriculum

13. The majority of institutions uses a distribution model with additional integrative features. Distribution model with other features Distribution model only One or more other features only Which of these features are part of your institution’s general education program? 15% 64% 18% Other features: Common intellectual experience Thematic required courses Upper-level requirements Core curriculum Learning communities 13

14. An obvious place to begin Tell The Students What They Are Expected to Accomplish

15. But Many Students Do Not Understand the Expected Learning Outcomes How many of your students understand your institution’s intended goals or outcomes for undergraduate learning?* * Among members at institutions with learning outcomes for all undergraduates Majority Some Almost all Not many

16. The Power of Rubrics for Assessing Learning Help guide students around learning expectations Help guide faculty Reinforces assessment for learning Places individual faculty judgment within national shared experience Can build up from course level to institutional reporting needs AND down from general to specific program/course context rhodes@aacu.org

17. VALUE Project http://www.aacu.org/programs/VALUE

20. VALUE Project Results Brings forward a focus on student learning outcomes that are essential – statements of expected learning for 15 essential outcomes Uses actual student work Provides the kind of information institutions, faculty – most importantly – students need Reflects actual progress, growth and development of learning – not a snapshot - through e-portfolios Results can be used through aggregation to demonstrate institutional level student learning for accountability purposes Establishes nationally shared expectations for learning with face and content validity

21. Peter Hart Assoc., Employer Poll, 2007 21

22. Alverno

23. Bowling Green

24. George Mason

25. Kapi’olani CC

26. LaGuardia CC

27. Portland State

28. Rose Hulman

29. San Francisco State

30. San Mateo CC

31. Spelman

32. St. Olaf

33. University of Michigan