ADVANCED INSTRUCTION: Facilitation of Individual Learning ...
Learning outcomes facilitation
Transcript of Learning outcomes facilitation
X I A H E J A N I C E F O L K
LEARNING OUTCOMES FACILITATION
ASSESSING STUDENT LEARNING OUTCOMES
• Quantitative design can be overwhelming and often leads to failure because of that. Qualitative design is considered when the number of subjects is too small for quantitative design. • Both methods are used in some cases• Not all outcomes are student learning outcomes i.e. outcomes for health service or financial aid is not a learning outcome
ASSESSING STUDENT LEARNING OUTCOMESCONTINUED
• Most credible design: Astin’s input-environment-outcome (IEO) framework • Input: students’ background before they enroll• Environment: students’ experience after they
enroll
ASSESSING STUDENT LEARNING OUTCOMESCONTINUED
General categories of student learning outcomes (Schuh and Upcraft, 2001, p.155)• Complex cognitive skills• Knowledge acquisition• Intrapersonal development• Interpersonal development• Practical competence• Civic responsibility• Academic achievement• Persistence
COMPONENTS OF AN EFFECTIVE OUTCOMES-BASED ASSESSMENT PLAN AND REPORT
List of components (Bresciani, Gardner, and Hickmott, 2009, p. 31)• Mission statements• Goals• Learning and development outcomes• Methods• Results• Decisions and recommendations that are derived
from those results
HOW MANY ASSESSMENT PLANS DOES ONE DEPARTMENT NEED?
• Could be a few that focus on common outcomes of many different programs• Could be one outcome for each program if there
aren’t too many programs• Depends on what
COMPONENTS OF AN EFFECTIVE OUTCOMES-BASED ASSESSMENT PLAN AND REPORT--
MISSION
• Give a sense of ownership to everyone involved• Enable people to stay focused
DIFFERENCES BETWEEN GOALS AND OUTCOMES
• Goals: broad, not directly measurable, measured through a combination of outcomes
• Outcomes: derived from goals, detailed
TYPES OF LEARNING OUTCOMES
--Institutional and Divisional• Broad• Gathered data are comparative• Findings may be generalizable to division or
institution--Department and Programmatic• Detailed• Data lead to decisions for improvement• Not generalizable
DRAFTING LEARNING OUTCOMES
Three criteria• Measurable• Meaningful• Manageable
MAPPING LEARNING OUTCOMES
Two alignment processes• Align learning outcomes with goals, helpful in
deciding how the funding can be allocated
• Align activities with intended end results
DELIVERY OF OUTCOMES
• Important to tie activities to outcomes• Maki’s grid document List outcomes on the left side List activities across the top
REPORTING
• Inform students’ achievements and identify where improvements can be made
• Choose right data for right audiences
OTHER COMPONENTS
• Clarify who is responsible• Include action plans for recommendations• Include comments from decision makers• Indicate whether the outcomes were connected
to other institutional or divisional initiatives