Dr. Jimmie Gahagan 01/20/2012
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1 Dr. Jimmie Gahagan 01/20/2012
2 The Case for Learning Outcomes An Overview of Assessment Developing Meaningful Learning Outcomes Assessing Learning Outcomes Resources Question and Answer
3 Increased scrutiny in higher education Increased costs Access What is the value of a college education Increased emphasis on assessment Federal Government Accrediting agencies Board of Trustees Other stakeholders
4 (Hart Research Associates, 2010, Raising The Bar Employers Views On College Learning In The Wake Of The Economic Downturn) Outcome % The ability to effectively communicate orally and in writing 89 Critical thinking and analytical reasoning skills 81 The ability to apply knowledge and skills to real-world settings through internships or other hands-on experiences 79 The ability to analyze and solve complex problems 75 The ability to connect choices and actions to ethical decisions 75 Teamwork skills and the ability to collaborate with others in diverse group settings The ability to innovate and be creative 70 71
5
6 Implement Methods to Gather Evidence Ask Questions / Purpose of the assessment Mission Goals Philosophy Gather Evidence Making decisions to improve programs and services Interpret Evidence (Maki, 2006)
7 Environment Inputs Outcomes (Astin, 1993)
8 Input variables Characteristics the student brings with him or her such as gender, race, GPA, educational background, etc. Environmental variables Include anything that happens during the program, event, or academic course that may have an impact on the student Outcome variables Talents and skills we are trying to develop in students (Astin, 1993)
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10 Specific measurable objectives that describe what an individual will learn and be able to do as a result of a lesson or program. Characteristics of Learning Outcomes Focus on the product rather than the process Are measureable Are detailed and specific Include action verbs (Gahagan, Dingfelder, & Pei, 2010)
11 Mission Statements describes the purpose and primary functions of an organization Vision Statements Big idea expressed in a concise manner. How an organization wants to be seen Goals Specific, measurable results that an organization intends to achieve Guiding Principles/Philosophy Statements overarching principles or theories which inform and guide an organizations work
12 Helps us stay focused Articulates our expectations for students Allow us to prioritize Provide a bridge to connect with other important institutional goals or outcomes (Gahagan, Dingfelder, & Pei, 2010)
13 Benjamin Bloom 1956 A Taxonomy of Educational Objectives Emphasized cognitive aspects of learning Widely used in educational circles Anderson and Krathwohl 2001 Emphasized cognitive processes of learning and added a knowledge domain Easily adaptable to many disciplines including higher education
14 Verb Subject Object Learning Outcome
15 Is generally always the student! The student will Students will The student should Students should (Gahagan, Dingfelder, & Pei, 2010)
16 What type of knowledge do you want the student to learn as a result of the course, event, or experience? What is your Knowledge Dimension Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge
17 Factual Knowledge The Facts - Basic elements a student must know Conceptual Knowledge The interrelationship of different thoughts, ideas, and concepts Procedural Knowledge The How To skills, techniques, and methods Metacognitive Knowledge Awareness of self and others and when to apply certain strategies (Anderson & Krathwohl, 2001)
18 Factual Knowledge Defining specific concepts of leadership or diversity, recalling a specific guiding principle or philosophy Conceptual Knowledge Describing specific theories of leadership such as the Social Change Model or the 5 Practices of Exemplary Leadership from Kouzes and Posner
19 Procedural Knowledge Specific steps for managing change, recognizing when to apply conflict negotiation strategies, describing principles of delegation Metacognitive Knowledge Awareness of one s own leadership strengths and areas of growth, awareness of team dynamics and how to apply strategies to help a group achieve its goals
20 (Overbaugh & Schultz, 2008)
21 Levels of Cognitive Process Remembering: Can the student recall or remember the information? Understanding: Can the student explain the ideas or concepts? Applying: Can the student use the information in a new way? Analyzing: Can the student distinguish between the different parts? Evaluating: Can the student justify a position or decision? Creating: Can the student create a new product or point of view Action Verbs Define, duplicate, list, memorize, recall, repeat, reproduce, state Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, dramatize, demonstrate, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Appraise, argue, compare, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, judge, defend, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write (Gahagan, Dingfelder, & Pei, 2010)
22 Knowledge Dimension Cognitive Process Dimension Factual Knowledge Conceptual knowledge Procedural Knowledge Metacognitive Knowledge Remember Understand Apply Analyze Evaluate Create 1A 2A 3A 4A 5A 6A 1B 2B 3B 4B 5B 6B 1C 2C 3C 4C 5C 6C 1D 2D 3D 4D 5D 6D (Anderson & Krathwohl, 2001)
23 1. Determine the purpose of the program, course, or initiative 2. Reflect on your target population and your venue 3. Decide what kind of knowledge you want the student to learn 4. Decide on the level of cognitive process 5. Write the outcome 6. Evaluate the outcome Is it measureable? Is it meaningful? Is it manageable? (Bresciani, Zelna, & Anderson, 2004)
24 Object Verb Learning Outcome Subject As a result of participating in this Knowledge Community webinar educators will describe how to create a learning outcome
25 Object Verb Learning Outcome Subject As a result of serving as an EcoRep students will or As a result of participating in this program on sustainability students will
26 Miami University (OH) EDL 206: The Nature of Group Leadership (2 credit leadership course) Student learning objectives: Examine and compare multiple approaches to leadership with a focus on leadership for social responsibility Understand personal leadership capacities, as well as recognize and critique individual effectiveness in leadership, through readings, exercises, and case analysis work Explore the ethical concepts and strategies for socially responsible leadership work Learn about community leadership through a community action project designed to link student initiative with community problems or needs Build skills relevant to leadership work, including self-assessment, dialogue and listening, critical thinking, team- and coalition-building.
27 University of South Carolina: Emerging Leaders Program (A cocurricular leadership seminar) Student Learning Outcomes: Learn basic leadership theory and multiple approaches to leadership. Learn more about one s own identity, leadership style, and leadership capacities. Develop skills relevant to leadership work, including self-assessment, working on a team, communicating effectively, and acting in congruence with one s values. Develop a personal development and leadership plan (PDLP) based on their interests to determine how they can use their self-awareness and skills in their work on campus and in the community.
28 University of Illinois: one-day program on developing ethical skills in a leadership context: Recognize the impact of unethical leadership in the short- and long-term Define integrity as well as other key ethical terms and concepts related to integrity (e.g., values, ethics, accountability, character, etc.) Identify personal values and their impact/influence on decision-making in ethical situations Identify an ethical dilemma and distinguish an ethical dilemma from a moral temptation Utilize ethical decision-making frameworks/models to analyze ethical situations and determine a course of action Recognize how to recover after making decisions that lack integrity
29
30 Object Verb Type of Assessment As a result of participating in this program, the student will Define integrity as well as other key ethical terms and concepts related to integrity (e.g., values, ethics, accountability, character, etc.)
31 Object Verb Type of Assessment As a result of participating in this seminar the student will Develop skills relevant to leadership work, including self-assessment, working on a team, communicating effectively, and acting in congruence with one s values.
32 Direct Measures Tests/quizzes Papers Course assignments Presentations Performances Simulations Portfolios Capstone projects Indirect Measures Surveys Satisfaction Pre-post Qualitative data Open ended questions In-class discussions Focus groups Institutional Data Time to degree completion Post-graduation employment placement rates (Gahagan, Dingfelder, & Pei, 2010)
33 Other Considerations Sample Census Random Sample Convenience Sample Cost Participating in the national study vs. using a home grown instrument Timing and delivery Immediately after an event or at a later date Measuring change over time Paper vs. electronic
34 Outcome Understanding Describe the Relational Leadership Model Creating Design, implement, and evaluate a semester-long experiential team leadership experience Course-Based Assessment Formats Test or Quiz question asking the student to describe and provide an example; or a paper Capstone project that includes a research paper, group presentation, and reflective journals Programmatic-Based Assessment Formats Reflection Paper; postprogram survey asking the student to list the principles of the model Reflection Paper; group presentation; Postprogram student survey; simulation or case study
35 1. Emphasize student learning and skill development 2. Link the development of learning outcomes to institutional mission and guiding philosophy statements 3. Remember to look at inputs, experiences, and outcomes 4. Let your subject, verb, and object guide you 5. Use multiple measures to assess 6. Share your results 7. Tell the story of what your students are learning through their experience
36
37 Anderson, L. W., and Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom s taxonomy of educational objectives. New York, NY: Addison Wesley Longman. Astin, A. W. (1993). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Phoenix, AZ: The Oryx Press. Astin, A.W., Banta, T. W., Cross,K. P., El-Khawas, E., Ewell, P. T., Hutchings, P., Marchese, T. J., McClenney, K. M., Mentkowski, M., Miller, M. A., Moran, E. T., and Wright, B. D. (1992). 9 principles of good practice for assessing student learning. American Association for Higher Education. Retrieved from od_practice.pdf Bresciani, M. J., Zelna, C. L., & Anderson, J. A. (2004). Assessing student learning and development: A handbook for practitioners. Washington, DC: National Association of Student Personnel Administrators. Burn, J. M. (1978) Leadership. New York: Harper & Row Dean, L. A. (2009) CAS professional standards for higher education. Washington, DC: Council for the Advancement of Standards in Higher Education. Dugan, J. P., & Komives, S. R., (2007). Developing leadership capacity in college students: Findings from a national study. College Park, MD: National Clearinghouse for Leadership Programs.
38 Gahagan, J.S., Dingfelder, J., and Pei, K. (2010). A faculty staff guide to creating learning outcomes. Columbia, SC: University of South Carolina, National Resource for The First-Year Experience and Students in Transition. Hart Research Associates. (2010). Employers views on college learning in the wake of the economic downturn. Retrieved from df King, P. M. (1997). Character and civic education: What does it take? Educational Record, 78 (3,4), Komives, S. R., Lucas, N., and McMahon, T. R. (1998). Exploring leadership for college students who want to make a difference. San Francisco, CA: Jossey-Bass. Maki, P (2006) Assessing for Learning along the Continuum of Students Studies. Adapted from Workshop at St. Lawrence University. Retrieved from Overbaugh, R., & Schultz, L. (2008). Bloom s taxonomy and pyramid chart. Retrieved from htm.
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