Helping Students Bloom with Bloom’s

“Take time to smell the roses”

1. Better understanding of student learning outcomes assessment

◦ at the program level – at the end of program

2. Value the faculty role in student learning outcomes assessment at the program level

Our Learning Objectives

A student learning outcome is a specific statement that describes what the student is to learn, understand, or to be able to do as a results of a lesson or a series of lessons.

Review - What is a student learning outcome?

Student learning outcomes assessment is an ongoing process aimed at understanding and improving student learning.

What is Student Learning Outcomes Assessment?

Create an environment that promotes educational excellence through evidence-based dialogue about student learning and academic programs.

Purpose

1… not an end in itself.2.…most effective when it reflects the complexity of learning.3. …outcome-oriented.4. … a process.5. …depends on faculty commitment.6. …to improve.

6 Guidelines of Good Assessment Practice

◦What do we want our students to learn?

◦ Are they learning it? How do we know?

◦ Why or why not?

Key Questions Leading to Meaningful Assessment Practices

What Do We Want Our Students to Learn?

CHARACTERISTICS:

Describe broad and comprehensive student learning outcomes of the program

Understandable to students

Arrived at collaboratively

Measurable

Employ active verbs usually taken from higher levels of Bloom’s taxonomy

What do we want our students to learn?

Student Learning Outcomes at the Program Level

Creating/Evaluating3

Analyzing/Applying2

Understanding/Remembering1

Bloom’s Taxonomy

◦ Servant Leadership Program Outcome: Develop pharmacists committed to the service of their profession and communities and in possession of the leadership skills required

to provide service regardless of the pharmacist’s position or title. Blooms Level (3)

◦ Communication Program Outcome: Develop pharmacists who, as individuals and in collaboration with others, utilize effective verbal, non-verbal, and written communication skills to promote evidence-based, safe, and appropriate medication use to achieve optimal patient care. Blooms Level (3)

What do we want our students to learn?Program Level Student Learning Outcome Examples

◦ Servant Leadership Program Outcome: Develop pharmacists committed to the service of their profession and communities and in possession of the leadership skills required

to provide service regardless of the pharmacist’s position or title. Blooms Level (3)

Student Learning Outcomes for Servant Leadership SL1: The student will articulate the roles, responsibilities, and characteristics of

leaders who are engaged in service to their organizations, communities, and profession. Blooms Level (1)

SL2: The student will possess and articulate awareness of self as a leader through the discovery of their strengths and values. Blooms Level (1)

SL3: The student will demonstrate a service orientation toward others by utilizing their talents, knowledge and skills to achieve the common good. Blooms Level (2)

SL4: The student will demonstrate the ability to work in teams by utilizing the principles of combining individual strengths, team dynamics, and emotional intelligence. Blooms Level (2)

SL5: The student will participate in leading change, within groups and organizations, aimed at accomplishing goals for the common good. Blooms Level (3)

What do we want our students to learn?Student Learning Outcomes

(curricular)

Align and link SLOs to courses

Course syllabi include SLOs relevant to that course

Align and link course learning objectives with SLOs in courses

Are They Learning It?

Course SL1 SL 2 SL 3 SL 4 SL5

Phar 372 X X

Phar 382 X X X X

Phar 480 X X

Phar 482 X X

Phar 572 X

Are they learning it?Example Curricular Map

Assessment data based on actual student work:

◦ Embedded Assessments – existing tests, exams, or rubric based skills tools, portfolios

How Do We Know They Are Learning It?

Exams and Exam Items

o Align/link exams with student learning outcomes. Which exam items are

measuring which outcomes?

o Test manager software

How do we know they are learning it?Embedded Assessment Example

Rubrics

◦Align/link rubrics with student learning outcomes. Which rubric components are

measuring which outcomes?

◦Recorded in data base system

How do we know they are learning it?Embedded Assessment Example

Extract, aggregate, and analyze student performance results by outcome:

◦ From coded exam bank◦ From coded rubric system

How do we know they are learning it?How Are Students Doing on Student Learning

Outcomes?

Aligned/linked SLOs to courses

Course syllabi include SLOs relevant to that course

Aligned/linked course learning objectives with SLOs in courses

Why or Why Not?

Formative: On-going; Monitor cohorts of students to provide feedback to faculty who teach, department leaders, deans, assessment committees etc..;

Summative: At the end of program; Analyze how well cohorts of students achieved program level student learning outcomes

Formative vs Summative at Program Level

Isn’t Assessment the Same Thing as Grading?

NO

Grading = Evaluative processOutcomes Assessment = Ameliorative

process

Your Questions

Why Should We Do Assessment?◦The Primary Purpose For Doing Assessment Is….

To Improve Student Learning

QUESTIONS ????