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Leanne Charlesworth & Mary Louise Gerek November 4, 5 & 12, 2009 Nazareth College of Rochester

Assessing Student Learning in the Pre-Ninja Program : A Case Study Analysis & Opportunity for Application. Leanne Charlesworth & Mary Louise Gerek November 4, 5 & 12, 2009 Nazareth College of Rochester. Student Learning Outcomes in the Pre-Ninja Program: Exercise 1.

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Leanne Charlesworth & Mary Louise Gerek November 4, 5 & 12, 2009 Nazareth College of Rochester

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  1. Assessing Student Learning in the Pre-Ninja Program: A Case Study Analysis & Opportunity for Application Leanne Charlesworth & Mary Louise Gerek November 4, 5 & 12, 2009 Nazareth College of Rochester

  2. Student Learning Outcomes in the Pre-Ninja Program:Exercise 1 • Envision a program focused on educating Ninjas.* • On your white 3X5 card, write a student learning outcome for this hypothetical Pre-Ninja Program. *Ninja: A member of a class of 14th-century Japanese mercenary agents who were trained in the martial arts and hired for covert operations such as assassination and sabotage (American Heritage Dictionary); A person trained in ancient Japanese martial arts and employed for espionage and assassinations (Merriam Webster).

  3. Primary Workshop Outcome Participants are able to: • identify and write clear student learning outcomes.

  4. Student Learning Outcomes in the Pre-Ninja Program:Exercise 1 *Ninja: A member of a class of 14th-century Japanese mercenary agents who were trained in the martial arts and hired for covert operations such as assassination and sabotage (American Heritage Dictionary); A person trained in ancient Japanese martial arts and employed for espionage and assassinations (Merriam Webster). Envision a program focused on educating Ninjas.* On your white 3X5 card, write a student learning outcome for this hypothetical Pre-Ninja Program.

  5. Pre-Ninja Case StudySource:Dean Dad (2008, April 22). Confessions of a community college Dean. http://suburbdad.blogspot.com/2008/04/pre-ninja-program.html

  6. What is a Student LearningOutcome? “…the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience” (Suskie, 2004, p. 75). “…among the goals that faculty and institutions hold most dear, and they may be the most important qualities that higher education can nurture in the citizens of the future”(Walvoord, 2004, p. 3). “…should focus on what is truly important, not just what can be readily measured, and include skills and attitudes as well as knowledge. …should be expressed in three dimensions: 1) what we want students to learn; 2) how well we want them to perform; and 3) their development over time. …should represent the highest ambitions of the program, not just minimum standards” (Wright, 2006, p. 1).

  7. What is a Student Learning Outcome? Nazareth College: • Knowledge or skill that is specific, measurable, written in terms of what students will know or do, or how they will act. • Meaningful in identifying opportunities to improve the class or program. Nazareth College of Rochester (2009). Rubric for review of departmental assessment plans. Retrieved from https://www.naz.edu/dept/research/documents/NazRubricMasterPrintCopy.pdf [Adapted from Concordia College]

  8. Moving Student Learning Outcomes toward Usefulness (Reiner, 2009) Communication • Students communicate. • Students are able to communicate with others. • Students are able to effectively communicate. • Students demonstrate effective written and oral communication skills. • Students demonstrate the ability to write and speak effectively including responsiveness to audience and purpose.

  9. Moving Student Learning Outcomes toward Usefulness(Suskie, 2004) • Good: Students demonstrate information literacy skills. • Better: Students are able to locate information and evaluate it critically for its validity and appropriateness. • Good: Students are knowledgeable about the planets. • Better: Students are able to accurately describe each planet.

  10. Examples of Effectively Expressed Learning Outcomes(Suskie, 2004, p. 80) • Biology:Make appropriate inferences and deductions from biological information. • Business Administration: Develop graphic, spreadsheet, and financial analysis support for positions taken. • English:Present original interpretations of literary works in the context of existing research on these works. Students are able to…

  11. More SLO Examples (Suskie, 2004, p. 80) • Health Care Management:Apply basic problem-solving skills along with health care financial management knowledge to develop recommendations related to the financial issue(s) confronted by a health care organization. • Women’s Studies:Use gender as an analytical category to critique cultural and social institutions. Students are able to…

  12. SLO Examples from NazarethStudents are able to… • Economics: examine the causes and patterns of societal change within the framework of economic reasoning… • Inclusive Childhood Education: (and willing to…) critically reflect on their own beliefs and practices. • Political Science: articulate and apply the content, principles and theories of the subfields of political science.

  13. More SLO Examples from Nazareth • Theatre: demonstrate skills and craftsmanship outside of the student's primary focus. • Social Work: evaluate research studies and apply findings to practice and, under supervision, evaluate their own practice interventions. • English: demonstrate competence in producing clear, correctly formatted, adequately supported literary-critical argument in polished prose, based on critical reading. STUDENTS ARE ABLE TO…

  14. Examine your own student learning outcome(s). Note potential strengths and improvements. Pair and share, providing observations and analysis for your partner. If time, write your best examples on poster sheets.

  15. Using Student Learning Outcomes for Affirmation & Improvement Demonstrate or measure student learning outcomes through: • Direct Measures such as: • Embedded exam questions. • Specific assignments targeting an outcome. • Ratings of student knowledge or skills by internship or field experience supervisor. • Indirect Measures such as: • Student self-rating of learning outcome achievement. • Survey or interview responses of students or alumni. • Placement rates in jobs or graduate schools. Analysis of this information should inform decision-making.

  16. Examples of Completed Assessment Planning Form Political Science Economics Social Work For examples, please call the Assessment Office, X2805

  17. Our Workshop Learning Outcome: Participants are able to identify and write clear student learning outcomes. • Our assessment approaches: • Your feedback on our workshop feedback form (anonymous): Please answer the questions and place this indirect measure in the box. • Your final ninja learning outcome (new & improved): Please use your yellow 3X5 card and take a moment to write a clear student learning outcome for the pre-Ninja program (your best work), label it as Ninja Exercise 2, and place this direct measure in the box. Thank you!

  18. References Reiner, C.M. (2009). Assessing assessment: What makes assessment good? Paper presented at the 2009 Assessment Institute, Indianapolis. Suskie, L. (2004). Assessing student learning: A common sense guide. Hoboken, NJ: Anker Publishing. Walvoord, B.E. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco: Jossey Bass. Wright, B.D. (2006). Guidelines for good assessment of student learning at the department or program level. Handout distributed at the 2008 Annual Meeting of the Association of American Colleges & Universities, Washington, D.C. Retrieved from http://www.aacu.org/meetings/annualmeeting/AM08/documents/GuidelinesforGoodAssessment.pdf

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