Minot State University : 500 University Avenue West : Minot, ND 58707

January 8 Liaison Meeting Agenda and Minutes

Present: Linda Cresap, Deb Jensen, Lori Willoughby, Mark Singer, Nicole Wald, Paul Markel,

Tim Morris, Robert Crackel, Charlie Young, Heidi Super, Holly Pedersen, Linda Pettersen, Erin

Holt, Lisa Borden-King, Nicole Thom-Arens, Gary Rabe, Jessica Smestad (chair of Academic

Assessment Committee), Laurie Geller (VPAA), Michael Brooks (director of academic

assessment)

Absent:

Agenda:

1. Questions and Comments2. Follow-up on SLG development3. Types of Assessment Tools4. Example of SLG Development – Honors Program5. Questions and Comments6. Dismiss

Minutes:

Meeting opened with time for questions and comments. A question was raised of when SLO’s would be due, with a late February time frame set for purposes of have both SLG’s and SLO’s printed in the 2019-20 catalog. Brief feedback on SLG progress was presented by Director of Assessment with all programs making substantive progress. Three distinct resources were presented to liaisons. All three resources relayed specific kinds of assessment instruments that could be used to gather assessment data. The first resource distinguished tools in terms of the types of learning desired. The second resource distinguished the types of instruments that might be used based on level of learning. The third resource provided examples of direct and indirect instruments. Several questions followed regarding how to choose between types, and why overlap existed between direct and indirect instruments. The meeting ended with an example of a program, Honors, development of SLG’s and SLO’s, and presenting liaisons with the task of connecting SLO’s to SLG’s.

10/07/19

500 University Avenue W, Minot, ND 58707 701-858-3990 1-800-777-0750 MinotStateU.edu

Director of Academic Assessment

Assessment Instruments in Relation to Levels of Learning*

Choose the assessment instrument (assignment, exam, project, performance) based on the level of student learning you want to

evaluate. Listed below are types of appropriate assessment instruments for different levels of learning. This is not a complete list of

types of assessment instruments.

Levels of Learning and Definitions Types of assessment instruments

Knowledge—Remember previously learned information Exam/test using matching, multiple choice, fill in the blank, short

answer and/or essay question; presentation

Comprehension—Demonstrate an understanding of the facts Exam/test using matching, multiple choice, fill in the blank, short

answer and/or essay question; project; skills assessment

Application—Apply knowledge to actual situations Skills assessment; exam/test using matching, multiple choice, fill in

the blank, short answer and/or essay question

Analysis—Break down objects or ideas into simpler parts and

find evidence to support generalizations

Research Paper; exam/test using short answer or essay questions

Synthesis—Compile component ideas into a new whole or

propose alternative solutions

Research paper; exam/test using short answer questions and/or essay

questions; project; papers; reports; presentations

Evaluation—Make and defend judgments based on internal

evidence or external criteria

Project; presentation; papers; reports

*Reproduced from SMU

Examples of Direct and Indirect Measures of Student Learning (Course, Program, and Institutional Levels)

Direct Measures Indirect Measures

Course

Course and homework assignments

Examinations and quizzes

Standardized tests

Term papers and reports

Observations of field work, internship performance, service learning, or clinical experiences

Research projects

Class discussion participation

Rubric (a criterion-based rating scale) scores for writing, oral presentations, and performances

Artistic performances ad products

Grades that are based on explicit criteria related to clear learning goals

Course evaluation

Test blueprints (outlines of the concepts and skills covered on tests)

Percent of class time spent in active learning

Number of student hours spent on service learning

Number of student hours spend on homework

Number of student hours spent at intellectual or cultural activities related to the course

Grades that are not based on explicit criteria related to clear learning goals

Program

Capstone projects, senior theses, exhibits, or performances

Pass rates or scores on licensure, certification, or subject area tests

Student publications or conference presentations

Employer and internship supervisor ratings of students performance

Focus group interviews with students, faculty members or employers

Registration or course enrollment information

Department or program review data

Job placement

Employer or alumni surveys

Student perception surveys

Proportion of upper-level courses compared to the same program at other institutions

Graduate school placement rates

Institutional

Performance on tests of writing, critical thinking, or general knowledge

Rubric (criterion-based rating scale) scores for class assignments in General Education, interdisciplinary core courses, or other courses required of all students

Performance on achievement tests

Explicit self-reflections on what students have learned related to institutional programs such as service learning (e.g., asking students to name the three most important things they have learned in the program)

Locally-developed, commercial, or national surveys of student perceptions or self-report of activities (e.g. National Survey of Student Engagement)

Transcript studies that examine patterns and trends of course selection and grading

Annual reports including institutional benchmarks, such as graduation and retention rates, grade point averages of graduates, etc.

Reproduced from Middle States Commission on Higher Education (2007). Student Learning Assessment: Options and

Resources (p. 29)

500 University Avenue W, Minot, ND 58707 701-858-3990 1-800-777-0750 MinotStateU.edu

Director of Academic Assessment

Examples of Direct and Indirect Measures*

Examples of Direct Measures of Student Learning

• Scores and pass rates on standardized tests (licensure/certification as well as other published tests determining key student learning

outcomes)

• Writing samples

• Score gains indicating the “value added” to the students’ learning experiences by comparing entry and exit tests (either published or

locally developed) as well as writing samples

• Locally designed quizzes, tests, and inventories

• Portfolio artifacts (these artifacts could be designed for introductory, working, or professional portfolios)

• Capstone projects (these could include research papers, presentations, theses, dissertations, oral defenses, exhibitions, or

performances)

• Case studies

• Team/group projects and presentations

• Oral examination

• Internships, clinical experiences, practica, student teaching, or other professional/content-related experiences engaging students

in hands-on experiences in their respective fields of study (accompanied by ratings or evaluation forms from field/clinical supervisors)

• Service-learning projects or experiences

• Authentic and performance-based projects or experiences engaging students in opportunities to apply their knowledge to the larger

community (accompanied by ratings, scoring rubrics or performance checklists from project/experience coordinator or supervisor)

• Graduates’ skills in the workplace rated by employers

• Online course asynchronous discussions analyzed by class instructors

Whenever appropriate, scoring keys help identify the knowledge, skills, and/or dispositions assessed by means of the particular assessment

instrument, thus documenting student learning directly.

500 University Avenue W, Minot, ND 58707 701-858-3990 1-800-777-0750 MinotStateU.edu

Director of Academic Assessment

Examples of Indirect Measures of Student Learning

• Course grades provide information about student learning indirectly because of a series of reasons, such as: a) due to the focus on

student performance or achievement at the level of an individual class, such grades do not represent an indication of learning over a

longer course of time than the duration of that particular class or across different courses within a program; b) grading systems vary

from class to class; and c) grading systems in one class may be used inconsistently from student to student

• Grades assigned to student work in one particular course also provide information about student learning indirectly because of the

reasons mentioned above. Moreover, graded student work in isolation, without an accompanying scoring rubric, does not lead to

relevant meaning related to overall student performance or achievement in one class or a program

• Comparison between admission and graduation rates

• Number or rate of graduating students pursuing their education at the next level

• Reputation of graduate or post-graduate programs accepting graduating students

• Employment or placement rates of graduating students into appropriate career positions

• Course evaluation items related to the overall course or curriculum quality, rather than instructor effectiveness

• Number or rate of students involved in faculty research, collaborative publications and/or presentations, service learning, or

extension of learning in the larger community

• Surveys, questionnaires, open-ended self-reports, focus-group or individual interviews dealing with current students’ perception

of their own learning

• Surveys, questionnaires, focus-group or individual interviews dealing with alumni’s perception of their own learning or of their

current career satisfaction (which relies on their effectiveness in the workplace, influenced by the knowledge, skills, and/or

dispositions developed in school)

• Surveys, questionnaires, focus-group or individual interviews dealing with the faculty and staff members’ perception of student

learning as supported by the programs and services provided to students

• Quantitative data, such as enrollment numbers

• Honors, awards, scholarships, and other forms of public recognition earned by students and alumni

*Reproduced from Cleveland State University, which adapted it from Maki, P.L. (2004). Assessing for learning: building a sustainable commitment across the institution. Sterling, VA: AAHE; and Suskie, L. (2004). Assessing student learning: A common sense guide. San Francisco, CA: Anker Publishing Company, Inc.

Program of Study: Honors Program in Engagement and Scholarship – minor and concentration Student Learning Goal (SLG)

A general statement of what a

student should know and/or be

able to do upon graduation

from a program of study. What – What do we want student

to know/do.

Student Learning Outcome (SLO)

A specific statement of what a student should

know and/or be able to do as a result of what is

learned in a specific course or set of courses in

a program of study. How – How do we accomplish the WHAT or the

student learning goal.

Courses/Experiences

Courses or other educational

experiences in which the

learning takes place for each

SLO. The learning for one SLO

might happen in more than one

course or educational

experience. Where – Where does the HOW or

the SLO take place?

SLG 1: Think critically,

reflectively, and

independently

SLO 1: Design and complete self-created

learning experiences that have clearly articulated

goals

Course(s): HON 191H (I); HON

250H (P); HON 395H (P)

Data Source:

planning and proposal form,

final presentation (HON 191H);

leadership involvement

experience goals statement and

final presentation (HON 250H);

action plan and final

presentation (HON 395H) SLO 2: Analyze problems/situations to formulate

informed opinions, conclusions, or solutions

Course(s): HON 264H (I, P);

HON 391H (I, P)

Data Source:

group problem-solving

presentation (HON 264H);

final paper (HON 391H) SLO 3: Read and interpret texts (manuscripts,

textbooks, original works, scholarly journals,

etc.) from various disciplines

Course(s): HON 191H (I); HON

252H (P); HON 351H (P); HON

450H (M)

Data Source:

book review (HON 191H);

one week’s combined written

reading responses (journals) and

class discussion (HON 252H);

reflective writings? (HON

351H);

annotated bibliography (HON

450H) SLO 4: Conduct independent and ethical

research

Course(s): HON 191H (I); HON

250H (P); HON 450H (M)

Data Source:

citizenship paper (HON 191H);

ethical dilemma project and

presentation (HON 250H);

proposal (HON 450H) SLO 5: Develop a comprehensive research

project which integrates knowledge and

Course(s): HON 451H (M)

Data Source:

originality through disciplinary or

multidisciplinary methodologies (minor only)

thesis paper/project

SLO 6: Course(s):

Data Source:

etc. Course(s):

Data Source:

SLG 2: Exhibit a commitment

to community awareness,

involvement, and service

SLO 1: Identify, formulate, and enact solutions

to real-world problems for individuals and

society

Course(s): HON 391H (I, P)

Data Source:

group presentation and final

paper

SLO 2: Plan, execute, and reflect on a civic

engagement effort which addresses civic

responsibility and citizenship

Course(s): HON 191H (I); HON

395H (P)

Data Source:

citizenship paper (HON 191H);

action plan, portfolio and

presentation (HON 395H) SLO 3: Course(s):

Data Source:

SLO 4: Course(s):

Data Source::

SLO 5: Course(s):

Data Source:

SLO 6: Course(s):

Data Source:

etc. Course(s):

Data Source:

SLG 3: Demonstrate

excellence in verbal and

written communication

SLO 1: Develop and present ideas logically and

effectively - verbally

Course(s): HON 191H (I); HON

250H (P); HON 264H (P); HON

391H (P); HON 395H (P); HON

451H (M)

Data Source:

Final presentation (HON 191H);

leaders in film presentation

(HON 250H);

teacher for a ½ day assignment

(HON 264H);

group presentation (HON 391H);

final presentation (HON 395H);

thesis/project presentation (HON

451H) SLO 2: Develop and present ideas logically and

effectively - written

Course(s): HON 191H (I); HON

252H (P); HON 264H (P); HON

351H (P); HON 391H (P); HON

451H (M)

Data Source:

book review (HON 191H);

final paper (HON 252H);

final exam (HON 264H);

reflective writings (HON 351H);

final paper (HON 391H);

thesis paper (HON 451H) SLO 3: Course(s):

Data Source:

SLO 4: Course(s):

Data Source:

SLO 5: Course(s):

Data Source:

SLO 6: Course(s):

Data Source:

etc. Course(s):

Data Source:

SLG 4: Engage with diverse

perspectives in order to

cultivate cultural competence

and an appreciation of

differences

SLO 1: Analyze current and historical

international issues and aspects of global culture

Course(s): HON 395H (I, P)

Data Source:

one week’s combined written

reading responses (journals) and

class discussion SLO 2: Demonstrate foreign language

proficiency at an intermediate level (minor only)

Course(s): Student-selected

language courses (2 semesters

required)

Data Source:

final grade SLO 3: Collaborate and participate actively with

diverse local and global partners

Course(s): HON 191H (I); HON

391H (P); HON 395H (P)

Data Source:

citizenship paper (HON 191H);

final paper (HON 391H);

portfolio and presentation (HON

395H) SLO 4: Appraise issues from multiple viewpoints

and recognize how alternative approaches

influence decisions or assumptions

Course(s): HON 264H (I, P)

Data Source:

Persuasive speech and reflection

paper (HON 264H) SLO 5: Course(s):

Data Source:

SLO 6: Course(s):

Data Source:

etc. Course(s):

Data Source:

I = Introduce P = Practice M = Master