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Developing and Assessing Program-Level Learning Outcomes

Developing and Assessing Program-Level Learning Outcomes. April 17, 2013. Peter Wolf pwolf@uoguelph.ca. Agenda. ‘Ideal’ Curriculum Development Process Developing Program Outcomes Assessing Program Outcomes. The Five-Minute University. http://www.youtube.com/watch?v=kO8x8eoU3L4.

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Developing and Assessing Program-Level Learning Outcomes

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  1. Developing and Assessing Program-Level Learning Outcomes April 17, 2013 Peter Wolf pwolf@uoguelph.ca

  2. Agenda • ‘Ideal’ Curriculum Development Process • Developing Program Outcomes • Assessing Program Outcomes

  3. The Five-Minute University http://www.youtube.com/watch?v=kO8x8eoU3L4

  4. Educational Experiences ‘Ideal’ Curriculum Development Process University Learning Objectives Program Outcomes Foundational Content Program Structure Required & Elective Courses

  5. What are the knowledge, skills & values that we want to foster in our students? Key Question

  6. Attributes of the‘Ideal Undergraduate Graduate’ • University Learning Outcomes • Existing Program Outcomes • Professional Organizations/Accreditation • Other Similar Programs • Disciplinary Norms and Language

  7. Ontario Council of Academic Vice PresidentsDegree Level Expectations • Depth and Breadth of Knowledge • Knowledge of Methodologies • Application of Knowledge • Communication Skills • Awareness of Limits of Knowledge • Autonomy and Professional Capacity http://www.cou.on.ca/content/objects/Undergrad%20Degree%20Expectations%20FINALen1.pdf

  8. University of Guelph Learning Objectives (2013) • Critical and Creative Thinking • Inquiry and Analysis, Problem Solving, Creativity, Depth and Breadth of Understanding • Literacy • Information Literacy, Quantitative Literacy, Technological Literacy, Visual Literacy • Global Understanding • Global Understanding, Sense of Historical Development, Civic Knowledge and Engagement, Intercultural Competence • Communicating • Oral Communication, Written Communication, Reading Comprehension, Integrative Communication • Professional and Ethical Behaviour • Teamwork, Ethical Reasoning, Leadership, Personal Organization and Time Management

  9. Bachelors of Arts and Sciences Program Outcomes • Pose & solve problems by drawing on & integrating protocols & methods from program • Oral & written communications, for academic & general audiences • Conduct traditional & electronic research, in humanities/social sciences & scientific contexts

  10. What are the knowledge, skills & values that we want to foster in our students? Focus on the program-level Key Question

  11. Taxonomy Bloom’s (cognitive) Bloom’s (affective) Receiving (asks, describes, points to) Creating (design, construct, generate ideas) Responding (answers, performs, practices) Evaluating/Synthesizing (critique, judge, justify decision) Valuing (demonstrates belief in, sensitive to) Analyzing (compare, organize, differentiate) Organizing (relates beliefs, balances) Applying (use in new situation) Internalizing (acts, shows, practices) Understanding (explain, summarize, infer) Remembering/Knowing (list, describe, name) Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives

  12. Cite, count,define, draw, List, name,record define

  13. Key Question Where in the curriculum are students encouraged to develop the program outcomes (knowledge, skills & values)?

  14. Course Progression Maps Show student progression through curriculum to explore curriculum flow, balance of required core courses, electives, etc. Data collected from: • Calendars • Course outlines • Curriculum committees

  15. Course Progression Maps

  16. Program Outcomes Map Goal: To match program outcomes with individual courses that intentionally foster the development of selected outcomes. Data collected from: • Faculty • Course outlines • Curriculum committees

  17. Course Survey: • Instructional methods used • Assessment approaches for students • Which Knowledge, Skill & Value, if any, is intentionally fostered? At what level? • How is each KSV taught and/or assessed? • How are the marks distributed over the semester?

  18. Research Methods All Instructional Approaches

  19. Outcome: Research Methods

  20. Written Literacy Numeracy Civic Engagement

  21. Grades Allocated by Week

  22. Key Question How do we know whether students have developed the knowledge, skills & values we intend?

  23. Kirkpatrick’s Four Levels of Evaluation Level 4 Results Level 3 Behavior Level 2 Learning Level 1 Reaction Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

  24. Kirkpatrick’s Four Levels of Evaluation Key Question: What was the student reaction to learning environment? Timing:Usually done immediately or soon after the learning event(s) Level 1 Reaction

  25. Kirkpatrick’s Four Levels of Evaluation Key Question: Did students achieve desired learning objective(s)? Timing: Usually done immediately or soon after learning Level 2 – Learning Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

  26. Kirkpatrick’s Four Levels of Evaluation • Key Question: Are newly acquired skills, knowledge, or attitude used by learner after learning event is completed? • Timing: Usually done 1-3 months after learning Level 3 Behavior Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

  27. Kirkpatrick’s Four Levels of Evaluation Key Question: Did students achieve desired outcomes of program of study? Timing: Usually done 3 months – 2 years after learning experience Level 4 - Results

  28. Assessment Plan Sample

  29. Assessment Plan Sample (cont’d)

  30. Assessing Outcomes - Rubrics http://www.uoguelph.ca/vpacademic/avpa/outcomes/2012UniversityofGuelphLearningOutcomes_SenateDecember2012%28FINAL%29.pdf

  31. Change…

  32. Recommended Practices • Data-informed • Faculty-driven • Student-engaged • Stakeholder-informed • Culture- & context-specific • Rigorous & authentic • Continuous improvement of sustainable practices • Resourced & recognized A Guide to Developing and Assessing Learning Outcomes at the University of Guelph - http://www.uoguelph.ca/vpacademic/avpa/pdf/LearningOutcomes.pdf

  33. Keep in Sight • Refining the blend of people, processes & resources • Transition requires investment • Keep momentum • Continuous improvement is at least as important as ‘reporting’ • Mistakes will happen

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