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Navigating the Process of Student Learning Outcomes: Development, Evaluation, and Improvement
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Transcript of Navigating the Process of Student Learning Outcomes: Development, Evaluation, and Improvement
NAVIGATING THE PROCESS OF STUDENT LEARNING OUTCOMES: DEVELOPMENT, EVALUATION, AND IMPROVEMENT
Shannon M. Sexton, Julia M. Williams, & Timothy ChowRose-Hulman Institute of Technology
Introduction & Workshop Goals
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Introduction Goals
1. Discuss the process of developing institute student learning outcomes as well as common difficulties.
2. Assist participants in developing their own learning outcomes3. Discuss evidence that can be used to evaluate student learning
outcomes achievement.4. Assist participants in identifying articles of evidence for their
learning outcomes.5. Discuss using an e-portfolio as a means of collecting and rating
evidence.6. Allow participants to rate sample evidence using a sample rating
rubric.7. Discuss how to use the rating results to close the loop and
improve student learning.
Group Activity #1
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Define Teamwork Include characteristics of teamwork Include traits of those characteristics Time allotted 10 minutes
About Rose-Hulman Terre Haute, Indiana 1800+ undergraduate
students B.S. degrees in
engineering, science, and mathematics
80%+ engineering students
Accredited through ABET and North Central
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CASO
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Commission on the Assessment of Student Outcomes
Faculty committee with 1 representative from each academic department
Regular meetings throughout the academic year
Tasked with developing Institute-wide student learning outcomes and a way to measure them
Historic Timeline
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1996 – 1998 1999 – 2000 2001 – 2006 2007 – present
Removing the Jargon
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Domains = Categories of skills Learning Outcomes = Definition of the
skills students should have Performance Criteria = Characteristics of the learning outcome
Rubrics = Use of a scale to identify traits in a document
Domains and Performance Criteria
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Domain Student Learning Outcome
Performance Criteria
Technical Skills Outcomes developed by each department.
Levels A – C indicate the level of performance achieved by each student.
Professional Skills
1. Leadership2. Teamwork3. Communication
Levels A – C indicate the level of performance achieved by each student.
World Citizenship 4. Cultural & Global Awareness
5. Ethics6. Service
Levels A – C indicate the level of performance achieved by each student.
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Developing Outcomes
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Importance of preliminary research Teams of faculty developers Developing in steps & gaining institute
buy-in Importance of measurability
Writing Outcomes – Activity #2
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Revise your teamwork definition into a student learning outcome with rubrics
Time allotted 15-20 minutes
10 minutes to stretch your legs
Take a Break
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Evidence of Outcomes
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Choosing appropriate evidence New vs. Current Importance of Rubric
Collecting evidence How to physically collect & store evidence
Course Mapping Tracking where submissions are coming
from Accountability
Criterion Description and Rubric Teamwork B1: Demonstrate how you reached a
decision as a team.
Primary Traits: A passing submission for this criterion must:
1. Describe the team goal.2. Provide a description of a specific team decision and describe the following:
- the process of making the decision- how multiple team members contributed to the outcome- how team members’ ideas were critically evaluated
3. Show that the ultimate outcome was consistent with the team’s decision-making process.Potential documents: Documents appropriate for this criterion include (but are not limited to): Memo or reflective statement on team process from a lab group design team, debate team, service project.
Additional information:
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Course Mapping14
Course mapping
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Identifying Evidence – Activity #3 Where do you already have existing
assignments that could be used as articles of evidence for the Teamwork outcome? Group Brainstorming Activity
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Domains and Performance Criteria
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Performance CriteriaLevel C – associated with awareness, application, or evaluation.Level B – associated with application.Level A – associated with knowledge or comprehension.
A-Level Criteria
B-Level Criteria
C-Level Criteria
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Collecting Evidence
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Use of an E-portfolio system Faculty input Student input Assessment staff input
Rating Evidence
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Rating preparation Administrative side of rating
Paying faculty volunteers, tech support, number of volunteers, etc.
Process of rating days
Portfolio Rating Methodology Evaluation rubric, A, B, C Inter-rater reliability: initial, subsequent Document rating: Pass/Fail/Exemplary Wholistic rating, NOT grading
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Rating Documents – Activity #4
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Rate 2-3 teamwork documents using the provided rubric.
15 - 20 minutes
Using Rating Results
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Identifying constituents How to communicate results to institute What to do with the results
Example Result
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2005 2006 20070%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
36%
63%71%
52%
62%
73%65%
74%83%
Historical Portfolio Rating Results
Teamwork Communication Ethics
Mee
ts S
tand
ard
Please contact us for more information after the conference.
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