Post on 05-Jan-2016
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An Outcomes-based Assessment Model for General Education
Amy Driscoll
WASC EDUCATIONAL SEMINARFebruary 1, 2008
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Definitions Assessment is the process of
gathering information/data on student learning.
General education generally describes basic or foundational knowledge/skills and attitudes that all undergraduates are required to have for graduation.
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Possibilities:Purpose/Definition “The purpose of assessment is to
improve learning” (Angelo, 2000)
“Assessment is a dynamic pedagogy that extends, expands, enhances, and strengthens learning” (Driscoll, 2001)
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Thinking about Assessment Does assessment flow from the
institution’s mission and reflect the educational values?
Does assessment address questions that people really care about?
Does assessment help faculty fulfill their responsibilities to students, to the public?
Does assessment of general education describe students’ readiness for other curriculum?
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Aligning Mission with Goals for General Education:
Our central mission is to develop life-long learning skills, impart society’s cultural heritage, and educate and prepare for both the professions and advanced study.
Goals: life-long learning skills cultural heritage
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Aligning Institutional Values With Goals for General Education: ESU has a commitment to
academic and personal integrity.
GOALS: Academic Integrity Personal Integrity
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Aligning Institutional Vision with Goals of General Education ”to enhance recognition of the
value of higher education” “…to enhance the intellectual,
social, cultural, and economic qualities of urban life”
Goals: Valuing Higher Education Urban Citizenship
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Assessment Protocols for Learning-centered Assessment
GOAL OUTCOMES
Evidence
Criteria
Standards:a) Exemplary Achievementb) Satisfactory Achievementc) Unsatisfactory Achievement
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Goals
Broad descriptions
Categories of learning outcomes
End toward which efforts are directed
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Examples of Goals
Critical Thinking
Citizenship in a Democracy (Grad. School of Education)
Team work and Collaboration (School of Community Health
Ethics
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Student Learning Outcomes
Refer to Results in Terms of Specific Student Learning, Development, and Performance (Braskamp and Braskamp, 1997)
Answer the Question – “What Do We Expect of Our Students?” (CSU Report 1989)
Describe Actual Skills, Understandings, Behaviors, Attitudes, Values Expected of Students
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Examples of Outcomes
Math: Use arithmetical, algebraic, geometric and statistical methods to solve problems.
Ethics: Identify and analyze real world ethical problems or dilemmas and identify those affected by the dilemma.
Culture and Equity: Analyze and describe the concepts of power relations, equity, and social justice and find examples of each concept in the U.S. society and other societies.
Team work: Listens to, acknowledges, and builds on the ideas of others.
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Evidence
Student Work that Demonstrates Achievement of Outcomes (Assignments, Projects, Presentations, Papers, Responses to Questions, Etc.)
Designed for appropriate level of learning expectations (outcomes)
Opportunity for Different Ways of Demonstrating Learning
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Examples of Evidence
Teamwork Role play or case study
Project or problem solving assignment
Math Mathematical and statistical projects and papers
Ethics A written accountA multi-media presentation or display boardAn audio tape
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Criteria
Qualities Desired in Student Work (Evidence)
Represent Powerful Professional Judgment of Faculty
Guide Student Learning Efforts
Promote Lifelong Learning
Support Faculty in Making Objective Evaluations
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Examples of Criteria
Math Accuracy Complexity Clarity and Coherence
Ethics Complexity (broad, multifaceted, interconnected) Conscious Awareness
Culture and Equity Range of Cultures Reflectivity and Integration
Teamwork Respect Flexibility
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Standards
Describe Different Levels of Criteria
Describe Specific Indications of Criteria
Promote Understanding of Criteria
Support Faculty in Making Objective Evaluations
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Examples of Standards
Math (Accuracy) Satisfactory: Contains few errors and those errors do not significantly
undermine the quality of the work.Considers and uses data, models, tools or processes that
reasonably and effectively address issues or problems. Unsatisfactory: One or more errors that significantly undermine the quality
of the work. Uses data, models, tools or processes in inappropriate or ineffective ways.
Ethics (Complexity) Standard for Excellent: Consistently views sophisticated and significant
dilemmas and issues with a broad focus and from multiple perspectives. Standard for Satisfactory: Usually views sophisticated and significant
dilemmas and issues with a broad focus, but may sometimes use a more narrow focus and may use fewer perspectives.
Standard for Unsatisfactory: Mainly views issues and dilemmas in simple terms and usually does so with a limited focus and minimal perspectives.
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Assessment Protocols
GOAL OUTCOMES
Evidence
Criteria
Standards:a) Exemplary Achievementb) Satisfactory Achievementc) Unsatisfactory Achievement
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Assessment Sample Educational Goal
-Personal integrity Outcomes
-Students articulate an individual code of ethics and apply it to personal decisions of integrity-Student describe and assume personal responsibility in collaborative endeavors, and respect and support the responsibilities of others
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Personal Integrity Evidence
-Written code with discussion of two different life decisions based on the code-Multimedia presentation-Letter of application for professional position-Dramatization of ethical issues
Criteria-Reflection-Multiple perspectives
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Personal Integrity
Standards-Excellence in Reflection: Consistently raises
questions, checks assumptions, connects with previous experiences, acknowledges biases and values and engages in self-assessment
-Excellence in Multiple Perspectives: Examines thinking and experiences of others, considers those affected by decisions, and considers diverse courses of action
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Assessing Student Learning: Course, Program and Institutional Levels
1. Preparation: Determine purpose(s) and definition of assessment; Examine mission and values
4. Make outcomes, evidence, criteria, and standards “public and visible” (syllabi, programs, brochures)
5. Collect evidence ofstudent achievement
7. Revise outcomes and criteria, Improve pedagogy and curriculum for learner success
2. Design assessment: Articulate goals, Develop clear outcomes, evidence, criteria, and standards
6. Review and analyze student evidence
3. Alignment of curriculum and pedagogy with learning outcomes
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Step 3: Aligning Curriculum and Pedagogy with Learning Outcomes Outcomes and Criteria as Planning
Focus Faculty Alignment Grids Learner Grids
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Step 4: Making Learning Outcomes ---
Public and Visible
Relevant and Meaningful
Motivating and Supportive of Learning
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Step 5: Collect Evidence of Student Achievement
Collect representative samples (3 Exemplary, 3 Satisfactory, 3Unsatisfactory)
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Step 5: Review and Analyze Evidence Read holistically to determine
whether outcomes are achieved (reliability).
Several readings to identify examples of criteria (validity).
Final reading for insights about pedagogy, class structure and environment, and learning supports.
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Step 6: Process Results: Improving Learning
Documentation of student achievement of outcomes
Identification of curricular gaps/foci and pedagogical weaknesses/strengths
Clarification of outcomes, criteria & standards
Redesign of evidence
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Expanding Assessment of General Education
Graduate exit surveys
Alumnae surveys
Employer surveys
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SUMMARY Outcomes-based assessment for general
education can provide a foundation for integrating institutional goals in the major programs of study. The assessment protocols provide a foundation for students to become successful learners. Faculty who collaborate to develop general education assessment protocols become more intentional with their teaching and learning plans.