Assessing Co-curricularAssessing Co-curricularLearningLearning

Jonathan KeiserSenior Officer, OASIS, The Higher Learning Commission

Robert MundhenkAssessment Consultant

Traditional Approaches to Traditional Approaches to Assessment of LearningAssessment of Learning

Ask Institutional Research about graduation, retention, GPAs, and the like

Ask faculty about their teaching and the learning it produces—but not necessarily whether they know they’re producing learning

Ask faculty how they know they’re producing learning

The Institutional MismatchThe Institutional Mismatch

Traditional wisdom: Learning outcomes need to be aligned at course, program, and institutional levels

But where are many general education goals, like “tolerance” and “teamwork” and “the ability to function in an increasingly diverse world” taught and assessed?

Or is “taught” the right word???

Shifting PerspectivesShifting Perspectives

What happens if we substitute the word “learned” for the word “taught”?

What are the implications of “Where are learning outcomes learned and assessed”?

Emphasis on student demonstration, not topic-covering

Ability to do or apply supersedes knowing Responsibility for learning is shared Site of learning becomes less specific, and

boundaries become more fungible

After After Learning ReconsideredLearning Reconsidered

“Learning” is not exclusively classroom-basedMany valued outcomes are not taught in the

classroomMany valued outcomes are the result of

processes outside the classroom “Learning” is a process based on three

interdependent student experiences: Understanding academic content and processes Student development Identity formation

Meaning is constructed from inquiry, interaction, conversation, and life experience

After After Learning ReconsideredLearning Reconsidered

Responsibility for “learning” exists outside the classroom

Responsibility for “learning” doesn’t always take the same form; some entities on campus produce it, some facilitate it, some support it

Responsibility for assessing learning exists outside the classroom as well

Assessment

Strategies, Methods, and Approaches for

UNDERSTANDING CONFIRMING IMPROVING

Student Learning

How are your stated student learning outcomes appropriate to your mission, programs, students, and degrees?

Fundamental Question

What evidence do you have that students achieve your stated learning outcomes?

Fundamental Question

In what ways do you analyze and use evidence of student learning?

Fundamental Question

How do you ensure shared responsibility for student learning & assessment of student learning?

Fundamental Question

How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning?

Fundamental Question

In what ways do you inform the public about what students learn and how well?

Fundamental Question

Some Post-Some Post-LRLR Examples of Examples of LearningLearning

Civic Responsibility AA: Service learning SA: Student government, voter registration,

student judicial boardsRespect for Other Cultures

AA: Language courses, Anthropology, Sociology SA: International experiences, culture days,

residence halls

Some Core Areas Where Learning Some Core Areas Where Learning Can Occur in Non-classroom Can Occur in Non-classroom SettingsSettings

Critical ThinkingWorking with OthersGlobal Competence

CommunicationAdaptability

Preparation for Life-long LearningEthical Behavior

Co-curricular OutcomesCo-curricular Outcomes

Need to be intentionalNeed to be plannedNeed to be part of the structure of a student’s

experienceNeed to be assessed Example: Missouri State University

◦ Living Learning Communities on designated floors of Residence Halls◦ Students contracts◦ Planned and intentional interactions with faculty

Example: Creighton University ◦ Faculty Partners Programs (recognition/rewards for faculty) ◦ Multicultural Affairs, Career Center, Office of Student Success

Co-curricular AssessmentCo-curricular Assessment

Efficiency models: Focus on process How well is this office/service functioning? Focus on numbers:

Clients served Graduation rates Tutorial visits Attendance at activities Student/staff ratios

Example: Indiana East University ◦ Uses frequency data to identify areas with greatest potential

impact◦ Academic Advising, Student Support Services, and Athletics

Co-curricular AssessmentCo-curricular Assessment

Effectiveness Models: Indirect◦Based on surveys and other indirect indicators,

like NSSE◦Often rely on student self-reporting◦Tend to skew positively on outcomes, if not

always on the processes that led to them Example: Saint Xavier University

◦ Gen Ed & Student Affairs host Campus Conversation Day◦ Observation: “62% of our students would find it ‘Very Difficult’

to ask instructors for help when struggling with course assignments.”

◦ Result: Biannual meetings to discuss first year data

Co-curricular AssessmentCo-curricular Assessment

Effectiveness Models: Direct◦Focuses on student performance◦Can be based on observation or objective

measures◦Require carefully designed and consistent

measuring practicesExample: Drake University

◦ Student Life Lecture Series◦ Topics informed by Gen Ed Outcomes◦ Integrated Direct Assessment Measures◦ Forwarded to Assessment Committee for Analysis and

Communication

How to Assess Co-curricular How to Assess Co-curricular LearningLearning

Apply external standards, like CAS

Use surveys and questionnaires

Develop direct measurement strategies

All of the aboveExample: Tulsa Community College

◦ RISE Program (Title IV TRiO grant)◦ Workshops & Activities based on Gen Ed Outcomes: ◦ Effective Communication, Critical Thinking, Technological Proficiency, and

Engaged Learning ◦ Integrated Direct Assessment Measures

CAS StandardsCAS Standards

Standards for 35 functional areasThirteen component parts:

Mission Program Leadership Organization and management Human resources Financial resources Facilities, technology, and equipment Legal responsibilities Equity and access Campus and community relations Diversity Ethics Assessment and evaluation

Example: University of Akron (CAS Expert on Assessment Committee)

CAS Standards: Areas of Focus for CAS Standards: Areas of Focus for Learning and DevelopmentLearning and Development

FALDOsFALDOs

Frameworks for assessing learning and development outcomes

“Companion” to standardsExamples, strategies, and instruments for each

of the areas of focus Example: Briar Cliff University

◦ Focus Areas: Student Development and Athletics ◦ Student Development Themes:

Realistic Self-Appraisal Leadership Development Social Responsibility

◦ Athletics: Mission Statement ”Inspire Students to become Leaders in Life” guides programming and activities

Questions about EvidenceQuestions about Evidence

Is it relevant to the area’s stated mission and function?

Does it measure what we want it to measure?

Does it deal in some way with outcomes?Is the information derived useful?Can the information be used to improve

either function or learning?

Surveys and Questionnaires: Surveys and Questionnaires: Some Sample QuestionsSome Sample Questions

Did you accomplish what you hoped to accomplish in your meeting with your advisor?

How well did your experience at X prepare you for employment?

As a result of this First-Year program, do you feel better prepared for college?

Write a short essay in which you describe the ways in which your attitudes and values have changed as a result of your semester in Argentina.

Surveys and Questionnaires: Surveys and Questionnaires: Indirect EvidenceIndirect Evidence

Traditional, indirect source of information on effectiveness

Limitations: Self-reporting Unvalidated opinion Response rates Opportunistic data Skewed samples

Surveys and QuestionnairesSurveys and Questionnaires

Kinds: Satisfaction Reflective Post-experience experience (alumni and

employers)Value:

True “customer” response Can indicate areas for improvement and

ratification Provides data for planning and review

Surveys and QuestionnairesSurveys and Questionnaires

Making them tools to assess learning: Use learning outcomes as basis for at least some

questions Validate by cross-referencing outcomes with

different populations (employers, alumni, graduate, current students)

Emphasize the learning outcomes in design and analysis

Direct Effectiveness MeasuresDirect Effectiveness Measures

If Learning Reconsidered made the case for cross-campus responsibility for learning, then assessment of learning outcomes is also a cross-campus responsibility

Adaptation of practices and devices already in use in academic settings

Standardized Judgment-based

What does a cross-campus responsibility What does a cross-campus responsibility for learning look like?for learning look like?

Culture is a shared, learned, symbolic system of values, beliefs and attitudes that shapes and influences perception and behavior.

Learned Shared

Mutually Constructed Internalized

Symbolic

Developing Direct Measures of Developing Direct Measures of EffectivenessEffectiveness

Intentional Planning:◦Determine areas of responsibility: what

office/function might be a logical place to contribute to particular learning outcomes?

◦Plan the outcome-based purpose of the activity◦Design non-passive activities (watching a film

plus discussion; International Days as more than food, costumes, and dance)

◦Design outcome-focused opportunities for processing

Being IntentionalBeing Intentional

Choose one of the outcomes below and determine a single co-curricular area that might have some responsibility for developing it. Name specific activities that might help develop the outcome and specify what their effect on the student should be.

Ethical behavior Teamwork Critical Thinking Communication

Planning for the Long TermPlanning for the Long Term

Mapping:◦If the learning outcome is important, single

exposure isn’t enough◦How do first-year experiences differ from last-

year ones—or what difference is expected in student response?

◦How to assure student’s development of outcomes from first year to last?

Regular AssessmentRegular Assessment

One-shot assessment produces haphazard results that are usually insufficient for planning improvement

Tie assessments to logical stages of development, based on an outcome map

Be consistent in approach to assessingOptions:

Standardized instruments Self-generated tools

MappingMapping

Using the outcome you chose for the first exercise, plan a four-stage development process for that outcome, describing the experience the student will have, the developmental outcome desired, the “site”/area responsible for the outcome, and the assessment strategy(ies) to be used.

Self-generated ToolsSelf-generated Tools

ObservationsExpert judgmentsStudent self-reflectionEmployer/supervisor judgmentsExample: Alverno College

◦ E-portfolios◦ Mastery > Grades◦ Focus on reflection and advising

Using Self-Generated ToolsUsing Self-Generated Tools

Consistency across observers is crucial, so a rubric of some kind is essential

Holistic rubrics: broad judgments (Acceptable/Not Acceptable/Needs Improvement, numerical scores)

Descriptive rubrics: defined criteria and measures

Descriptive RubricsDescriptive Rubrics

First, determine the aspects of student performance that would indicate he/she has achieved an outcome (e.g., one aspect of a “social justice” outcome might be “the student’s writing demonstrates sensitivity to issues of class and power”)

Second, define the specific things a student would have to do to show he/she has mastered that aspect (e.g., “Clear understanding of the ways in which economic status affects behavior.” (Criteria)

Finally, describe degrees of achievement for each criterion (Measures)

Developing a RubricDeveloping a Rubric

Using the outcome and the functional area you chose earlier, develop a rubric to measure student achievement, defining one aspect of the outcome, one criterion for measuring that aspect, and a system (holistic, descriptive, whatever) for describing degrees of attainment

Institutional AssessmentInstitutional Assessment

Assessments done across campus should ideally use the same rubrics or measuresExample: Graceland University

same rubric to measure Gen Ed Outcomes Co-curricular assessment committee Departmental Review and presentation to President

When using the same tools is not possible, it is essential that there be a way to extract information that is usable at the institutional level while still serving the needs of the functional area

JONATHAN KEISERjkeiser@hlcommission.org

ROBERT MUNDHENKasmt357@aol.com