An Outcomesbased Assessment Model for General Education Amy

An Outcomes-based Assessment Model for General Education Amy Driscoll WASC EDUCATIONAL SEMINAR February 1, 2008

Definitions n n Assessment is the process of gathering information/data on student learning. General education generally describes basic or foundational knowledge/skills and attitudes that all undergraduates are required to have for graduation. 2

Possibilities: Purpose/Definition n n “The purpose of assessment is to improve learning” (Angelo, 2000) “Assessment is a dynamic pedagogy that extends, expands, enhances, and strengthens learning” (Driscoll, 2001) 3

Thinking about Assessment n n Does assessment flow from the institution’s mission and reflect the educational values? Does assessment address questions that people really care about? Does assessment help faculty fulfill their responsibilities to students, to the public? Does assessment of general education describe students’ readiness for other curriculum? 4

Aligning Mission with Goals for General Education: Our central mission is to develop life-long learning skills, impart society’s cultural heritage, and educate and prepare for both the professions and advanced study. Goals: life-long learning skills n cultural heritage 5

Aligning Institutional Values With Goals for General Education: n ESU has a commitment to academic and personal integrity. GOALS: Academic Integrity Personal Integrity 6

Aligning Institutional Vision with Goals of General Education ”to enhance recognition of the value of higher education” n “…to enhance the intellectual, social, cultural, and economic qualities of urban life” Goals: Valuing Higher Education Urban Citizenship n 7

Assessment Protocols for Learning-centered Assessment OUTCOMES GOAL Evidence Criteria Standards: a) Exemplary Achievement b) Satisfactory Achievement c) Unsatisfactory Achievement 8

Goals n Broad descriptions n Categories of learning outcomes n End toward which efforts are directed 9

Examples of Goals n n Critical Thinking Citizenship in a Democracy (Grad. School of Education) Team work and Collaboration (School of Community Health Ethics 10

Student Learning Outcomes n Refer to Results in Terms of Specific Student Learning, Development, and Performance (Braskamp and Braskamp, 1997) n n Answer the Question – “What Do We Expect of Our Students? ” (CSU Report 1989) Describe Actual Skills, Understandings, Behaviors, Attitudes, Values Expected of Students 11

Examples of Outcomes Math: Use arithmetical, algebraic, geometric and statistical methods to solve problems. Ethics: Identify and analyze real world ethical problems or dilemmas and identify those affected by the dilemma. Culture and Equity: Analyze and describe the concepts of power relations, equity, and social justice and find examples of each concept in the U. S. society and other societies. Team work: Listens to, acknowledges, and builds on the ideas of others. 12

Evidence n n n Student Work that Demonstrates Achievement of Outcomes (Assignments, Projects, Presentations, Papers, Responses to Questions, Etc. ) Designed for appropriate level of learning expectations (outcomes) Opportunity for Different Ways of Demonstrating Learning 13

Examples of Evidence Teamwork Role play or case study Project or problem solving assignment Mathematical and statistical projects and papers Ethics A written account A multi-media presentation or display board An audio tape 14

Criteria n n Qualities Desired in Student Work (Evidence) Represent Powerful Professional Judgment of Faculty n Guide Student Learning Efforts n Promote Lifelong Learning n Support Faculty in Making Objective Evaluations 15

Examples of Criteria Math n n n Accuracy Complexity Clarity and Coherence Ethics n n Complexity (broad, multifaceted, interconnected) Conscious Awareness Culture and Equity n n Range of Cultures Reflectivity and Integration Teamwork § Respect § Flexibility 16

Standards n Describe Different Levels of Criteria n Describe Specific Indications of Criteria n Promote Understanding of Criteria n Support Faculty in Making Objective Evaluations 17

Examples of Standards Math (Accuracy) n Satisfactory: Contains few errors and those errors do not significantly n undermine the quality of the work. Considers and uses data, models, tools or processes that reasonably and effectively address issues or problems. Unsatisfactory: One or more errors that significantly undermine the quality of the work. Uses data, models, tools or processes in inappropriate or ineffective ways. Ethics (Complexity) n n n Standard for Excellent: Consistently views sophisticated and significant dilemmas and issues with a broad focus and from multiple perspectives. Standard for Satisfactory: Usually views sophisticated and significant dilemmas and issues with a broad focus, but may sometimes use a more narrow focus and may use fewer perspectives. Standard for Unsatisfactory: Mainly views issues and dilemmas in simple terms and usually does so with a limited focus and minimal perspectives. 18

Assessment Protocols OUTCOMES GOAL Evidence Criteria Standards: a) Exemplary Achievement b) Satisfactory Achievement c) Unsatisfactory Achievement 19

Assessment Sample n Educational Goal -Personal integrity n Outcomes -Students articulate an individual code of ethics and apply it to personal decisions of integrity -Student describe and assume personal responsibility in collaborative endeavors, and respect and support the responsibilities of others 20

Personal Integrity n Evidence -Written code with discussion of two different life decisions based on the code -Multimedia presentation -Letter of application for professional position -Dramatization of ethical issues n Criteria -Reflection -Multiple perspectives 21

Personal Integrity Standards -Excellence in Reflection: Consistently raises questions, checks assumptions, connects with previous experiences, acknowledges biases and values and engages in self-assessment -Excellence in Multiple Perspectives: Examines thinking and experiences of others, considers those affected by decisions, and considers diverse courses of action 22

Assessing Student Learning: Course, Program and Institutional Levels 7. Revise outcomes and criteria, Improve pedagogy and curriculum for learner success 6. Review and analyze student evidence 5. Collect evidence of student achievement 4. Make outcomes, evidence, criteria, and standards “public and visible” (syllabi, programs, brochures) 1. Preparation: Determine purpose(s) and definition of assessment; Examine mission and values 2. Design assessment: Articulate goals, Develop clear outcomes, evidence, criteria, and standards 3. Alignment of curriculum and pedagogy with learning outcomes 23

Step 3: Aligning Curriculum and Pedagogy with Learning Outcomes n n n Outcomes and Criteria as Planning Focus Faculty Alignment Grids Learner Grids 24

Step 4: Making Learning Outcomes --n Public and Visible § Relevant and Meaningful § Motivating and Supportive of Learning 25

Step 5: Collect Evidence of Student Achievement n Collect representative samples (3 Exemplary, 3 Satisfactory, 3 Unsatisfactory) 26

Step 5: Review and Analyze Evidence n n n Read holistically to determine whether outcomes are achieved (reliability). Several readings to identify examples of criteria (validity). Final reading for insights about pedagogy, class structure and environment, and learning supports. 27

Step 6: Process Results: Improving Learning n n Documentation of student achievement of outcomes Identification of curricular gaps/foci and pedagogical weaknesses/strengths Clarification of outcomes, criteria & standards Redesign of evidence 28

Expanding Assessment of General Education n Graduate exit surveys n Alumnae surveys n Employer surveys 29

SUMMARY Outcomes-based assessment for general education can provide a foundation for integrating institutional goals in the major programs of study. The assessment protocols provide a foundation for students to become successful learners. Faculty who collaborate to develop general education assessment protocols become more intentional with their teaching and learning plans. 30