Honing Student Learning Objectives: Beginning the Assessment Process. November 4, 2009. Assessment Council Membership. Nancy Dubetz (ECCE) firstname.lastname@example.org Salita Bryant (English ) email@example.com *Robert Farrell (Lib ) firstname.lastname@example.org
November 4, 2009
Administrative Advisor – Assessment Coordinator
• definitions of key terms for campus assessment practices
• articulation of reporting procedures
• articulation of responsible parties
• recommendations for departmental processes for assessing
• recommendations on incentives for faculty participation in assessment
Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.
Again, this fall we will have:
Goals, Objectives, Outcomes
Goal-A broad statement of desired outcomes – what we hope students will know and be able to do as a result of completing the program/course. They should highlight the primary focus and aim of the program. They are not directly measurable. Rather, they are evaluated directly or indirectly by measuring specific objectives related to the goal.
Objective - Sometimes referred to as intended learning outcomes, student learning outcome (SLO) or outcome statements. They are clear, brief statements used to describe to a specific, measurable action or task that helps achieve the target (goal).
Outcomes - the learning results – the end results -- the knowledge, skills, attitudes and habits of mind that students have or have not taken with them as a result of the students’ experience in the course(s) or program.
Examples of Direct Evidence:
Examples of Indirect Evidence:
(Refer to the green sheet for additional examples)
Curriculum mapping gives you a picture of where the learning opportunities for students to acquire, develop, and demonstrate mastery of learning objectives are located in your course offerings.
...to evaluate evidence collected.
Blueprinting exams for assessment.
The purpose of defining goals and assessing learning is to improve learning through teaching. Teaching lies primarily in the hands of the faculty members, and good learning cannot happen without their commitment and dedication. Assessment, first and foremost, is a tool for faculty members to use as they do their very best to teach their student well.
Middle Commission of Higher Education
You will find a small sheet on which to jot a few thoughts. Take a minute to let us know:
THANK YOU FOR ALL OF YOUR HARD WORK!
Suskie, L. (2004). Assessing student learning: A common sense guide. San Francisco: Anker Publishing Co., Inc.