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Assessment Council



Fine-Tuning Outcomes
   September 12, 2008
Friday morning meeting dates
this semester

   September 12 - outcomes
   September 26 - outcomes (bring examples)
   October 10 - assessments
   October 24 – assessments (bring examples)
   November 7 – assessment and NSSE
   November 21 – data summaries
   Dec. 5 – data summaries (bring examples)
         Here’s a Six Step Expanded Version of the Assessment Cycle


                     6. Share Results.              1. Identify Broad Goals

5. Analyze and Use Results to
  make changes and improve
                                                        2. Identify Outcomes

                4.   Assess Student                  3. Identify learning activities
                      Learning                       to achieve student outcomes

                                                   Eileen Mathews, 2008;
                                                   Adapted from Kent State University Model
      Levels of Specificity
Specific                      Broad                               University

                                           College/     Level
              Classroom                    School
                  and          Program/
             Activity Level   Department

Mathews, 2008; Adapted from Huba & Freed (2000). Learning
Centered Assessment on College Campuses.
2008 - 2009
Refining Our Assessment Work
   September – Outcomes
   October – Assessments
   Nov – Dec – Summarizing data
   Jan – Feb – Analyzing data summaries
   March – Sharing Results
   April-May – Strengthening programs
    based on data analysis
Clarification – Course and
Department Outcomes Development
   CUE and CGE: a new template requiring
    alignment of outcomes with assessments
    •   Course level outcomes/assessment in syllabi
    •   ---- To Deans - Review w/ Assessment Fellow
   Office of Assessment: 07-08 – Program
    Assessment Plan
    •   Department/Program level outcomes/assessment
    •   Last year Assessment Plan
    •   This year examples for sharing
    •   --- To Pat Hulseboch (OAQ/OA)
How do you recognize a good
 student learning outcome
    when you see one?
   What characteristics would you look
    for in a student learning outcome?

    ….in a support services outcome?
   See checklists adapted from other
    •   (NOTE: You’ll see these criteria again and again at
        other institutions of higher education)

   How would you evaluate the following
    •   Strengths?
    •   Problems? Areas to improve?
At the end of this course, students will
be able to :

     ENGLISH:
o     Have a better understanding of what revision is and how to
      do it

     Complete and explain the purpose of the various steps in
      the accounting cycle

o     * How might you strengthen these outcomes?

* From online source (anonymous)
At the end of this course, students
will be able to :
          PSYCHOLOGY:
          Students will be aware of basic research methods in
           psychology, including research design, data analysis,
           and interpretation.
 •         Demonstrate knowledge of the different political
           philosophies and ideologies that influence politics

 o         * How might you strengthen these outcomes?

 * From online source (anonymous)
Student Affairs Outcomes:
   Students will develop skills for career and life
   Students will make connections between their in-
    class and out-of-class experiences
   All freshmen will participate in a three-phase
    comprehensive, proactive advising and
    major/career exploration program by spring 2007.
   Seventy percent of selected students will be able to
    demonstrate knowledge of their college preparatory
    requirements and the resources available to assist
   * From online sources (anonymous)   Strengthen?
What are the strengths of these
   By the end of their second year, students
    can, on a final exam, describe and
    explain literary and cultural theories of
    English literature.
   Prior to graduation, all fourth-year
    students can, as a final project, conduct
    art historical research, interpreting art
    work and integrating appropriate
    secondary sources.
What are the strengths of these
   By the end of their first year, all majors can
    describe, on an exam, the biological structure
    and function of the cell.
   By the end of their second year in the program,
    students will, on a final exam, be able to
    summarize the history of the African Diaspora
    and the foundations for the Atlantic trade in
    African captives.
   Graduating majors, in completing final project,
    can integrate ideas from two or more areas of
    psychology into their own research.
What are the strengths of these
   Students will document their
    qualifications for a position in their
    resume and performance portfolios.
   Student recreational center users will
    exhibit respect for the recreational center
In Your Program…
   Review program outcomes to assess
    their strengths and possible areas for
   Choose 2-3 program outcomes to
   Bring program outcomes to the next
    Assessment Council meeting

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