ASSESSMENT FOR IMPROVING STUDENT LEARNING Assessment Coordinator Rehnuma

ASSESSMENT FOR IMPROVING STUDENT LEARNING Assessment Coordinator: Rehnuma Karim, Ph. D Date of Presentation: 12 Aug, 2015 Venue: Eastern University , Bangladesh

WHAT IS TEACHING? • To present information, insights. • To reveal knowledge or skill. • To help students learn.

Questions to ask? • Are students learning what we faculty want them to learn? • What are we learning from the evidences of student learning? • How are we using the findings from assessment efforts to enhance student learning?

WHAT IS ASSESSMENT? • Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. (Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000)

Step 1: Set expectations for student learning Step 2: Gather evidence of student learning Step 3: Interpret evidence to identify strength and weaknesses Step 4: Use insights , discuss to enhance program and student learning.

Direct & Indirect Evidence • Faculty’s systematic analysis of exams, student projects, or assignments. • Self Assessment, observation, surveys, focus group interviews

Assessment n Evaluation (various sources, but especially Dan Apple 1998) Formative: Ongoing to Improve Learning Summative: Final to Gauge Quality Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Reflective: Internally Defined Criteria/Goals Prescriptive: External-ly Imposed Standards Diagnostic: Identify Areas for Improvement Flexible: Adjust As Problems Are Clarified Judgmental: Arrive at an Overall Grade/Score Ongoing Modifiability of Criteria, Measures

Blooms Taxonomy of Learning

What are student learning Outcome? Knowledge: Core concepts or questions, basic principles, abroad history, and varied disciplinary techniques. Skills: Applying basic knowledge, analyzing and synthesizing, assessing value of info, communicating and collaborating Attitudes and Values: personal/social values and ethical principals Behavioral Outcomes: Manifestation of knowledge, skills and attitudes as evidenced by performance , contribution etc.

Statistics: Students will be able to restate an investigative question in terms of a statistical model or algorithm. Students will be able to verbally communicate statistical results clearly to non-technical audience. Environment: Students will be able to identify ethical issues raised by particular env science issue and analyze the consequences of various professional dilemma. English: Write persuasively using a variety of rhetorical strategies.

Who is responsible for creating Assessment and Learning Outcomes? • Faculty, Chair and Dean should work together developing core Program Learning Outcomes (PSLO)s. • Individual faculties should align the course Learning Outcomes (CSLOs) to the Program Learning Outcomes (PSLOs) through collaborative meetings.

Why do we need Assessment? To assess student learning outcomes in their courses To develop skills to measure and analyze learning outcomes Understand the significance of assessment ensuring improved graduate and undergraduate programs and demonstrate effectiveness of teaching. Able to effectively communicate the improvement of course Curriculam to meet the program outcomes. Able to create platform where faculty can engage in discussion to strengthen programs.

Undergraduate Program Student Learning Outcomes List Course Alignment with PSLOs PLSO 1 REL 302 X REL 314 X REL 416 X REL 403 PLSO 6 X PLSO 1: Students graduating from the program shall be able to identify the foundations of the profession in history, science, and philosophy PLSO 6: Students graduating from the program shall be able to apply information on the basic facts, concepts, principles, and procedures of management/administration to their practical experience in (field) and respective professions.

How was the assessment accomplished? Undergraduate & Graduate Program Assessment Tools Used: Measurement Criteria: Quiz, Exams, Papers, Projects, Collaborative Assignments, Case Studies • Students scoring the following percentage were grouped into following criteria: • 90 -100=exceeds the benchmark, 80 -89=meets the bench mark ; 70 -79=approaching the bench mark and under 70 below =does not meet Measurement strategies: Analytic Grading Rubrics, Scores, Checklist 80% of the students in the class will achieve 80% or higher in all assignments meeting and exceeding the benchmark

Assessment Plan to address PSLO 1: Students graduating from the program shall be able to identify the foundation of the profession in history, science, and philosophy Course Specific Assignment Measurement Criteria REL 416 (N=21) • Individual Case Study Assignment worth 5% of the total grade is focused on addressing CSLO 1 • Final group Project, worth 2% of the final grade, requires students to act as founding members of a fictional startup non-profit organization. Grading Rubric emphasizing on Conceptual Understanding, Application of concepts, solutions/strategies, writing mechanics. Task 1: Exam and group quiz worth 15% of the final grade address related components to PSLO 1. CSLO 1 Students will gain the ability to identify the significance and formulation of Vision, Mission, and Core Value Statements for Non-Profit Organization CSLO 2 Students will be able to explain the history and philosophical rationale of the existence of nonprofits in our community Task 2: In-class Group Quiz Analytic Grading Rubric measures the team’s performance and understanding across various assigned dimensions.

Assessment Plan to address PSLO 1: Students graduating from the program shall be able to identify the foundation of the profession in history, science, and philosophy Course Specific Assignment Measurement Criteria REL 403 (N= 19) Internship CSLO 1: You will demonstrate the ability to effectively utilize tools of communication • Agency Orientation, Initial event/project proposal Checklist and comprehensive grading rubric measuring dimensions related to planning, implementation, evaluation CSLO 2: You will demonstrate an understanding of the legal foundations of providing recreation & leisure services in the sector of your concentration. CSLO 3: Demonstrate the ability to plan/implement best practices related to program/event planning. • Agency Orientation • Initial event/project proposal Paper Proposal assignment

Assessment Data for Undergraduate Program Learning Outcome 1: Students graduating from the program shall be able to identify the foundation of the profession in history, science, and philosophy. REL 416 (N=21) CSLO 1: Students will be able to identify the significance and formulation on vision, mission, and core value statements for non-profit organizations. CSLO 2: Students will be able to explain the history and philosophical rationale of the existence of non-profit organizations.

Assessment Data for Undergraduate Program Learning Outcome 6: Students graduating from the program shall be able to apply information on the basic facts, concepts, principles, and procedures of management/administration to their practical experience in parks, recreation, tourism and/or related professions REL 403 Internship (N = 19) • • CSLO 1: You will demonstrate the ability to effectively utilize tools of communication. CSLO 2: You will demonstrate an understanding of the legal foundation of providing recreation & leisure services in the sector of your concentration. CSLO 3: Demonstrate the ability to plan/implement best practices related to program/event planning. CLSO 4: Demonstrate the ability to advertise, publicize, and promote programs/events (e. g. pricing, positioning, product, place, and public relations)

Interpretation of Assessment Data Assessed Methods Course Code REL 302 REL 314 REL 403 Individual Case Study N/A Study Tour N/A REL 416 REL 610 Project Exam N/A In-Class Assignment N/A Quiz N/A Benchmark not met Benchmark met Information not available REL 314: Online Method of Instruction REL 403: Internship

Data-driven decisions: “Closing the loop” REL 302 • • Students seemed to perform better through collaborative assignments. Number of collaborative assignments can be increased aiding student learning. Tools for peer evaluation has been used to build a platform in which all team members were mutually accountable for their contribution. Reflective assignment seemed to be an effective learning tool for this class as students showed commitment and enhanced knowledge interpreting evidence/findings to theories and concepts discussed in the class. Minute Quizzes, game show format and in-class activities that requires daily reading on the assigned topics had to be strictly enforced for better performance in exams and tests. REL 416 • Number of collaborative case studies and group quizzes could be increased to enhance learning experience among students • Students could be involved in developing test question on specific chapters that will motivate them to read assigned materials. • The Final group project will continue to be divided into sections throughout the semester allowing students to improve based on feedback. • One minute papers to be completed at the end of each class to understand how the student comprehended the subject matter and how the topic can be connected to real world scenario

REL 314 Historical information in multiple format can be introduced to the online classes to aid visual learners. Overall, as a part of strategic planning the department is currently undergoing a core curriculum review REL 403 • Report results from both initial proposal and revised assignment to measure the difference in performance. • Coordinate integrating e-portfolio, assignments such as resume, and other communication skills across core REL courses to maintain the continuity.

QUESTIONS? ?