General Education Area Review Committees October 15 2010 A University should be a place of light of liberty and of learning Benjamin Disraeli Outline Student Learning at Gustavus ID: 811387
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Slide1
Student Learning Outcomes
General Education Area Review Committees
October 15, 2010
Slide2“
A University
should be a place
of light,
of liberty,
and
of learning.”
Benjamin Disraeli
Slide3Outline
Student Learning at
Gustavus
(What matters most?)
Student Learning Outcomes
(What do we want our students to learn?)
Evidence and Assessment of Student Learning
(How do we know if our students have learned?)
Accreditation and Student Learning Outcomes
Slide4“Among the public’s many expectations of higher education, the most basic is that students will learn,…”“Effective assessment is best understood as a strategy for
understanding, confirming, and improving student learning.”
From “Student Learning, Assessment, and Accreditation,”
The Higher Learning Commission
Slide5“I approach teaching exactly the way I approach scientific research. I have clear goals. I have clear measurements. I figure out what the past research says and what the guiding principles are. I guide what I do by that, and I measure if it works. And if it doesn’t work, I try something different until it does.”
Nobel laureate Carl
Wieman
, physicist and science educator
Slide6Student Learning Outcomes
What matters MOST to you about student learning at Gustavus?
Slide7The Big Picture: Who Contributes to Student Learning?
Slide8STUDENT LEARNING
OUTCOMES
Slide9At the completion of this session, participants will:
Define “student learning outcome”.
Recognize student learning outcome statements.
Translate knowledge, skills, abilities, and dispositions into student learning outcomes.
Distinguish between student learning goal and student learning outcome.
Formulate student learning outcomes for their general education area.
Justify the role of student learning outcomes throughout the institution.
Slide10“Learning outcomes are statements describing our intentions about what students should know, understand, and be able to do with their knowledge when they have graduated.”
Huba
, M. E. & Freed, J. E. (2000).
Learner-centered assessment on college campuses: Shifting the focus from teaching to learning
. Boston:
Allyn
& Bacon.
Student Learning Outcomes
Slide11Making connections throughout the institution
Student Learning Outcomes
Slide12Of what value are clearly articulated Student Learning Outcomes?
Provide direction for our instruction
Inform students about our intentions and expectations
Focus on lasting results
Form a basis for our assessment
Slide13What is the difference between a learning goal and a learning outcome?
Goal: “broad and long-term descriptions of learning expectations”
Learning Outcome: “specific descriptions of expectations that…learners can demonstrate when they complete a course, program, or baccalaureate degree”
Driscoll, A., & Wood, S. (2007)
Developing Outcomes-Based Assessment for Learner-centered Education
. Sterling, VA: Stylus.
Student Learning Outcomes
Slide14Goals and Outcomes
Student Learning Outcomes
Slide15Goals and Outcomes
GOALS
Broad
General
Abstract
Not easily validated
Student Learning Outcomes
OUTCOMES
Narrow
Precise
Concrete
Can be validated
Slide16Example: Dental Health 101
GOAL:
Understands proper dental hygiene
Student Learning Outcomes
OUTCOMES
Outcome 1: Identify the active ingredient in toothpaste
Outcome 2: Explain why teeth should be cleaned twice a year
Outcome 3: Describe how poor dental hygiene can lead to poor overall health
Slide17Student Learning Outcomes
Students will ( or will be able to):
<<action verb>>
<<learning object>>
by <<criterion>>.
Student Learning Outcomes
Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,”
The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.
Slide18Student Learning Outcomes: Examples
Journalism:
Write a news story in the proper inverted pyramid format.
Machine Technology:
Demonstrate basic shop safety and safe attitudes in all class activities.
Graphic Arts:
Create visual sketches of a variety of fundamental graphic imaging techniques.
Slide19Student Learning Outcomes
Learner-centered
Specific
Action oriented
Cognitively appropriate for the program level
Measurable
Student Learning Outcomes
Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,”
The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.
Slide20Levels of the Cognitive Domain
Slide21Levels of Cognitive Domain
Driscoll, A., & Wood, S. (2007)
Developing Outcomes-Based
Assessment for Learner-centered Education
. Sterling, VA: Stylus.
Slide22Verbs associated with each level of the cognitive domain:
Driscoll, A., & Wood, S. (2007)
Developing Outcomes-Based
Assessment for Learner-centered Education
. Sterling, VA: Stylus.
Slide23Student Learning Outcomes
Course Outcomes
Realistic, measurable
Relate to program outcomes
Connect courses to one another systematically
Build upon each other to create an integrated whole
Program Outcomes
Critical, broad
Knowledge and skills develop over time in increasing sophistication
Integrate skills and knowledge
Describe what all students will be able to do at completion
Pagano
, N.
“
Defining and Assessing Program Outcomes,” The Higher Learning Commission
Assessment Workshop, Lisle, IL. 22 July, 2010.
Slide24Defining Student Learning Outcomes
Initial question:
What knowledge, skills, abilities, and dispositions should the ideal student (graduating from Gustavus) demonstrate (in this general education area)?
Slide25Defining Student Learning Outcomes Activity
The College of Lake
Wobegon
“where all the students are above average”
Slide26Defining Student Learning Outcomes Activity
Learner-centered
Specific
Action oriented
Cognitively appropriate for the program level
Measurable
Student Learning Outcomes
Hatfield, S. “Going Rogue: What No One is Telling You About Assessment,”
The Higher Learning Commission Annual Meeting, Chicago, IL. April 2010.
Slide27Student Learning Outcomes
Analyze the economic, environmental, and societal effects of farmers markets on the prairie culture.
Evaluate the factors of production sustaining the prairie economy.
Demonstrate organization of a potluck dinner.
Develop skills in researching the historical context of prairie life.
Demonstrate mastery of
nonconfrontational
rhetoric through conflict free debate.
Slide28At the completion of this session, participants will:
Define “student learning outcome”.
Recognize student learning outcome statements.
Translate knowledge, skills, abilities, and dispositions into student learning outcomes.
Distinguish between student learning goal and student learning outcome.
Formulate student learning outcomes for their general education area.
Justify the role of student learning outcomes throughout the institution.
Slide29Evidence and Assessment of Student Learning
Slide30Assessment Cycle (Spiral)
adapted from
Assessing for Learning
(2004) by Peggy L. Maki
Slide31Examples of Evidence of Student Learning
Direct
Performance-Based
Assignments
Projects
Portfolios
Papers
Perceptions
Exams and Tests
Standardized exams
Local exams
Licensure exams
Indirect
Surveys
National surveys
Local surveys
Program/dept surveys
Slide32Accreditation and Student Learning Outcomes
Slide33The Higher Learning Commission Criteria for Accreditation
Criterion One: Mission and Integrity
Criterion Two: Preparing for the Future
Criterion Three: Student Learning and Effective Teaching
Criterion Four: Acquisition, Discovery, and Application of Knowledge
Criterion Five: Engagement and Service
SLIDE CATEGORY TITLE
Slide34Criterion Three Statement: The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its institutional mission.
Core
Component
3a. The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.
The Higher Learning Commission Criteria for Accreditation
Addressing Student Learning Outcomes
Slide35Student Learning Outcomes
What do we want our students to learn?
How do we know if our students are learning (what we want them to learn)?
That’s what it’s all about!!
Slide36STUDENT LEARNING OUTCOMES
A little learning is a dangerous thing;
Drink deep, or taste not the
Pierian
spring:
There shallow draughts intoxicate the brain,
And drinking largely sobers us again.
Alexander Pope,
An Essay on Criticism
(1711)
Slide37