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

An Outcomes-based Assessment Model for General Education

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An Outcomes-based Assessment Model for General Education. Amy Driscoll WASC EDUCATIONAL SEMINAR February 1, 2008. Definitions. Assessment is the process of gathering information/data on student learning. - PowerPoint PPT Presentation

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Page 1: An Outcomes-based Assessment Model for General Education

An Outcomes-based Assessment Model for General Education

Amy Driscoll

WASC EDUCATIONAL SEMINARFebruary 1, 2008

Page 2: An Outcomes-based Assessment Model for General Education

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Definitions 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.

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Possibilities:Purpose/Definition “The purpose of assessment is to

improve learning” (Angelo, 2000)

“Assessment is a dynamic pedagogy that extends, expands, enhances, and strengthens learning” (Driscoll, 2001)

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Thinking about Assessment 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?

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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 cultural heritage

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Aligning Institutional Values With Goals for General Education: ESU has a commitment to

academic and personal integrity.

GOALS: Academic Integrity Personal Integrity

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Aligning Institutional Vision with Goals of General Education ”to enhance recognition of the

value of higher education” “…to enhance the intellectual,

social, cultural, and economic qualities of urban life”

Goals: Valuing Higher Education Urban Citizenship

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Assessment Protocols for Learning-centered Assessment

GOAL OUTCOMES

Evidence

Criteria

Standards:a) Exemplary Achievementb) Satisfactory Achievementc) Unsatisfactory Achievement

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Goals

Broad descriptions

Categories of learning outcomes

End toward which efforts are directed

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Examples of Goals

Critical Thinking

Citizenship in a Democracy (Grad. School of Education)

Team work and Collaboration (School of Community Health

Ethics

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Student Learning Outcomes

Refer to Results in Terms of Specific Student Learning, Development, and Performance (Braskamp and Braskamp, 1997)

Answer the Question – “What Do We Expect of Our Students?” (CSU Report 1989)

Describe Actual Skills, Understandings, Behaviors, Attitudes, Values Expected of Students

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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.

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Evidence

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

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Examples of Evidence

Teamwork Role play or case study

Project or problem solving assignment

Math Mathematical and statistical projects and papers

Ethics A written accountA multi-media presentation or display boardAn audio tape

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Criteria

Qualities Desired in Student Work (Evidence)

Represent Powerful Professional Judgment of Faculty

Guide Student Learning Efforts

Promote Lifelong Learning

Support Faculty in Making Objective Evaluations

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Examples of Criteria

Math Accuracy Complexity Clarity and Coherence

Ethics Complexity (broad, multifaceted, interconnected) Conscious Awareness

Culture and Equity Range of Cultures Reflectivity and Integration

Teamwork Respect Flexibility

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Standards

Describe Different Levels of Criteria

Describe Specific Indications of Criteria

Promote Understanding of Criteria

Support Faculty in Making Objective Evaluations

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Examples of Standards

Math (Accuracy) Satisfactory: Contains few errors and those errors do not significantly

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) 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.

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Assessment Protocols

GOAL OUTCOMES

Evidence

Criteria

Standards:a) Exemplary Achievementb) Satisfactory Achievementc) Unsatisfactory Achievement

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Assessment Sample Educational Goal

-Personal integrity 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

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Personal Integrity 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

Criteria-Reflection-Multiple perspectives

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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

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Assessing Student Learning: Course, Program and Institutional Levels

1. Preparation: Determine purpose(s) and definition of assessment; Examine mission and values

4. Make outcomes, evidence, criteria, and standards “public and visible” (syllabi, programs, brochures)

5. Collect evidence ofstudent achievement

7. Revise outcomes and criteria, Improve pedagogy and curriculum for learner success

2. Design assessment: Articulate goals, Develop clear outcomes, evidence, criteria, and standards

6. Review and analyze student evidence

3. Alignment of curriculum and pedagogy with learning outcomes

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Step 3: Aligning Curriculum and Pedagogy with Learning Outcomes Outcomes and Criteria as Planning

Focus Faculty Alignment Grids Learner Grids

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Step 4: Making Learning Outcomes ---

Public and Visible

Relevant and Meaningful

Motivating and Supportive of Learning

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Step 5: Collect Evidence of Student Achievement

Collect representative samples (3 Exemplary, 3 Satisfactory, 3Unsatisfactory)

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Step 5: Review and Analyze Evidence 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.

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Step 6: Process Results: Improving Learning

Documentation of student achievement of outcomes

Identification of curricular gaps/foci and pedagogical weaknesses/strengths

Clarification of outcomes, criteria & standards

Redesign of evidence

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Expanding Assessment of General Education

Graduate exit surveys

Alumnae surveys

Employer surveys

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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.