Focusing on Student Learning. Developing Assessment Systems for Student and Program Development May 24, 2006 Forsyth Tech Community College. Agenda. Why are we doing this? Translating instructors’ intentions into student learning outcomes Developing: Instructional objectives
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Developing Assessment Systems
Student and Program Development
May 24, 2006
Forsyth Tech Community College
Please complete the survey, marking the left hand column (how much you know prior to the workshop)
What is “fair” or equitable? Do we give some students a “break” because their parents get faulty clothes hangers?
Do we reward effort? If so, how do we define it?
Do we advantage or disadvantage certain students by how we measure performance/achievement?
If students don’t perform well on assessments, does that mean we did not teach well? How do we know whether or not we did? Do faculty evaluations provide a better picture of how well we teach?
Is it important to have students create coat hanger sculptures? Or to perform well on any of our assessments?
Important to whom? Why?
What kinds of student outcomes do we value personally as teachers and collectively as a faculty?What are some questions?
“Institutional assessment should not be concerned about
valuing what can be measured,
but, instead, about measuring that which is valued.”
-- Banta, T.W. et. al.
Participants will be able to:
a) Articulate goals for student learning;
b) Translate goals into instructional objectives stated terms of student
c ) Identify or develop assessment tasks;
d) Select or develop evaluation tools.
Objectives established by departments during program review become the basis for budget allocations.
Passing Rates on Licensure/Certification Exams
Goal Completion for Completers
Employment Rate of Graduates
Performance of College Transfer Students
Passing Rates in Developmental Courses
Success rate of developmental students in subsequent college level courses
Retention, graduation rates
Business/Industry satisfaction with services provided
Program enrollmentNorth Carolina Community College Performance Measures
“Compared to all institutions, associate of arts institutions are less likely to collect cognitive and affective data, less likely to use student-centered methods in collecting data, and less likely to conduct studies of student performance…”
“Outcomes (objectives on the tactical plans),
developed by all instructional departments and administrative and educational support service departments,
are statements describing what each department’s staff/faculty members desire to be the results of their efforts.”
Annual FTCC Plan, 2004-2005
Assessing Student Learning Outcomes:
the knowledge, skills, and abilities
that a student has attained
at key points in his or her progress
through a set of higher education experiences and
in the first years of practice.How would this change what we do?
Faculty share a commitment to:
What are some of the potential benefits of establishing student assessment systems?
-- able to participate in data-based decision-making
Graduates of Forsyth Tech are
Professional standards’ boards have moved from “input” measures
to management by objectives
to documentation of student
and have moved from
to examining programs.
“Accrediting organizations are responsible for establishing clear expectations that institutions and programs will routinely
Supplement this with information about other dimensions of effective institutional or program performance…
Prominently feature relevant evidence of student learning outcomes.”
Statement of Mutual Responsibilities for Student Learning Outcomes: Accreditation, Institutions, and Programs (September, 2003)
“Evaluations of students must be conducted on a recurrent basis and with sufficient frequency to provide both the students and program faculty with valid and timely indications of the students’ progress toward and achievement of the competencies and learning domains stated in the curriculum.”
“Each engineering technology program must have in place published educational objectives consistent with mission and with ABET criteria…”
“…Must utilize multiple assessment measures in a process that provides documented results to demonstrate that the program objectives and outcomes are being met..”
[examples include]: “student portfolios, student performance in project work and activity-based learning; national exams; employer and graduate surveys..”
“A program’s goals are a more specific expression of the programs’ intended student learning outcomes. The goals should be written using behavioral terms and should address the cognitive, affective, and psychomotor domains. They must be measurable, preferably through the use of more than one measurement tool.”
-- JRCERT Guide for Program Analysis (05/05)
Translating program goals and instructors’ intentions into instructional objectives
stated in terms of student learning outcomes.
Beginning with some examples and
the importance of verbs…
Taxonomy of Learning Domains
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional area (Attitudes)
Psychomotor: manual or physical skills (Skills)
There are a number of approaches to writing instructional objectives:
Gronlund -- General/specific objectives
Mager proposes writing specific statements about observable outcomes that can be built up to become a curriculum (an inductive approach).
Given 3 minutes of class time, the student will solve 9 out of 10 multiplication problems of the type: 5 X 4 = _____.
Three Parts of a Behavioral Objective
In an oral presentation,
the student will paraphrase Dr. Martin Luther Kings's I Have a Dream address,
mentioning at least 3 of the 5 major points discussed in class.
Eisner proposes that not all instructional objectives should focus on outcome; some should focus on the learning process itself (expressive objectives).
b. Students will use multiplication in
Gronlund proposes starting with a general statement and providing specific examples of topics to be covered or behaviors to be observed (a deductive approach).
Create a basic document in a spreadsheet.
Examples of general/specific objectives
Examples of general/specific objectives (affective):
Examples of General Objectives
Write an essay.
Apply systematic strategies to monitor and improve personal health.
Set up and operate graphics design equipment.
Apply principles of radiation safety and protection.
Process appointments in a timely and accurate manner.
Develop a basic database using a database application.
Translating goals and intentions into instructional objectives stated in terms of student learning outcomes
Topic vs. student learning outcome.
Describe student’s learning behavior rather than teacher’s teaching behavior.
#1 = the learning process rather than the learning outcome (knows, develops skills in, acquires, understands, learns). Another pitfall includes describing the learning activity: create a diorama; read seven journal articles, etc.
Explains the scientific method and applies it effectively.
“Explains and applies”---avoid more than one verb. Students may be able to do one but not the other, so is the objective met?
Students will evaluate [an Articles of Incorporation, a patient care plan, nuclear medicine image, essay].
Generic objectives can often guide the development of content-specific objectives.
-- Gronlund, 2004, p. 19
The nuclear medicine technologist provides patient care.
IF THESE WERE OVERALL PROGRAM GOALS, how can we describe expectations for students when they are beginning their program and starting to learn about patient care?
KNOWS BASIC TERMS COMPREHENDS CONCEPTS AND PRINCIPLES APPLIES PRINCIPLESINTERPRETS, EVALUATES
__ 1. Sands and prepares surface properly. (check, +/-)
4 3 2 1 a) Uses tools correctly for each task.
Selects appropriate equipment.
__Needs to be ___________________ Needs some help _____________selects proper
told what to use in selecting equipment independently
1 2 3 4 5
3 = always, 2 = sometimes, 1 = never
a) Pays attention when problems are explained.
Individual Student Inventory
Help college teachers become more aware of what they want to accomplish in individual courses and across programs.