September 11, 2009

Assessment PrimerA. Defining the Assessment LoopB. Establishing Departmental-level learning

goals and objectivesC. Assessment Terminology

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A. Defining the Assessment Loop

1. Goal Articulation2. Curricular/learning Strategies3. Assessment of Learning4. Using the Results

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B. Establishing Departmental-level Learning Goals and ObjectivesStep One in the Assessment LoopEmphasis on Student LearningBeware of INCONSISTENT terminology (& alphabet soup)

For our purposes, we are using: Departmental Learning Goals Departmental Learning Objectives Learning Assessments (Step Three in the Assessment Loop)

Be AWARE of a consistent, multi-level structure/nesting:An unmeasurable, more global concept (our “goal”)A measurable student learning outcome (our

“objective”)The measure itself 4

Departmental Learning GoalsAlready written into departmental mission

statements, in catalogs, on departmental websites

“Public” information

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Departmental Learning ObjectivesTRANSFORM the departmental goals into

specific student behaviors that demonstrate student learning to meet these departmental goals

Departmental Learning Objectives can be structured according to Bloom’s TaxonomyCognitive outcomes or what students knowAffective/attitudinal/value-based outcomes or what

students care aboutSkill-based/behavioral/performance outcomes or

what students can doIt’s difficult to write good learning objectives that

balance alignment with the overarching goal AND ease of measurability.

We are available to assist as Departments develop their two templates

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Psychology Department ExampleONE Dept Learning GOAL (of presumably many):

Students will understand and apply basic research methods in psychology, including research design, data analysis, and interpretation

MULTIPLE OBJECTIVES that translate the goal into what students do:Identify and describe research methods….

(Cognitive domain—knowledge/comprehension)Design and conduct…(Cognitive domain…synthesis)Critique conclusions…(Cognitive domain…

evaluation)

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Assessment Loop StepsStep 1 – articulation of goals/objectives–

complete.Step 2 involves the learning strategies

applied by the department through curriculum and other activities

Step 3 is the assessment of the objectives articulated in the first step through multiple measures

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Psychology Step 3: the measuresRubric --rating scale that evaluates the learning

objectives (e.g. “design & conduct,” “critique conclusions”) within the senior project; the rubric scores are summarized and evaluated by the department

Standardized questions (GRE items) related to the learning objectives are administered in a capstone course, tracked, reported longitudinally, and discussed

Alumni survey items related to learning are reviewed

One conclusion from the multiple measures: our students need help with qualitative research methods

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Step 4: Using the resultsAlso referred to as “closing the loop” to address the

qualitative research finding

The Department:Revised course objectives in three core coursesIncreased coverage of qualitative techniques in the

research methods courseDeveloped a monitoring mechanism within the

research methods course final examContinued departmental discussions of their goals

regarding research methods which led to a more standardized curriculum for this course taught by a variety of faculty

Used the original senior project rubric results to evaluate the curricular change in research methods instruction over time. 10

C. Assessment Terminology

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Collaborative Divisional Exercise: Critiquing an Assessment Loop

1. Evaluate a divisional example Elect one faculty representative to

report2. Share your group’s analysis (10

minutes)3. Follow-up activity, as time permits

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Resources: for the Critique Exercise and Beyond…

Assessment TerminologyDirect and Indirect Assessment SummaryAssessment Loop Critique Exercise GuideStudent Learning Outcomes: A Guide for Faculty

(Fresno City College) Especially helpful in writing learning objectives Includes summary of Bloom’s Taxonomy

Making Assessment Simple, Practical, and USEFUL: a workshop handout by Barbara Walvoord A basic, no-frills Departmental Assessment Plan Case studies Sample Assessment Reports Sample Rubric

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