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Making Sense of Assessing Student Learning Outcomes

Making Sense of Assessing Student Learning Outcomes. Southampton, UK June 26, 2008 Randy Swing, Executive Director Association for Institutional Research. Assessment – U.S. Context. Not grading (in US) (but may use grades) Quality Assurance Program Improvement. Successful Assessment.

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Making Sense of Assessing Student Learning Outcomes

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  1. Making Sense of Assessing Student Learning Outcomes Southampton, UK June 26, 2008 Randy Swing, Executive Director Association for Institutional Research

  2. Assessment – U.S. Context Not grading (in US) (but may use grades) Quality Assurance Program Improvement

  3. Successful Assessment.... Creates Action To.... Continue Effective Practice or Initiate Change (improvement)

  4. FAQ – Why do we need assessments beyond grading? U.S. Context Grades are a composite measure Learning Attendance Compliance with class rules Seldom validated More

  5. Grades: A Valuable Data Source? Researcher’s Dream Vary across and among participants Continuous variables in standard increments Readily available Widely held to be important indicators of success Researcher’s Nightmare Volunteer effect Unique treatments No random assignment – not experimental design

  6. Grades Matter! Major Predictor Persistence into the Sophomore Year Graduation First Year GPA Bachelors in 6 yrs Less than 2.25 26% 2.25 – 3.25 64% Over 3.25 75% Source: Descriptive Summary of 1995-1996 Beginning Postsecondary Students: Six Years Later (NCES 2003-151)

  7. How much failure should we tolerate? • Identify the 5 courses that annually enroll the largest number of new students. • Determine the DFWI rate for each course.

  8. DFWI Rate Five Courses with Highest Enrollment of New Students Average DFWI Rate (percent of students): 25% (4-yr) 35% (2-yr) Range of DFWI Rates (percent of students): 1% to 79% (4-yr) 9% to 58% (2-yr) Percent of Courses Over 33% DFWI: 25% (4-yr) 59% (2-yr) Source: Kathy Morley and Julie Alexander, Policy Center on the First Year of College – unpublished 2006

  9. Alternatives to Grades(Selected examples) • Standardized tests • Admissions tests (SAT and ACT) • Collegiate Learning Assessment (CLA) • ETS Major Tests • State Junior/Exit testing • Proxy Measures • National Survey of Student Engagement

  10. Model for Assessing Learning in a Course Outcomes Out of Class Environments StudentEngagement Student Prior Experiences & Characteristics At Entry CourseContents Course Delivery Structures Course Goals Randy L. Swing, 2003 - Adapted from works by Astin and Terenzini

  11. Contact Information Randy L. Swing, Ph.D. Executive Director, Association for Institutional Research 1435 E. Piedmont Drive Tallahassee, FL 32309 rswing@airweb2.org

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