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Assessment of Student Learning At OSU-OKC. Opening Remarks. Bill Pink, PhD Vice President Academic Affairs. Workshop Overview. What skills, abilities, knowledge and/or attitudes do we expect students to demonstrate?

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Presentation Transcript
opening remarks
Opening Remarks

Bill Pink, PhD

Vice President

Academic Affairs

workshop overview
Workshop Overview
  • What skills, abilities, knowledge and/or attitudes do we expect students to demonstrate?
  • What learning opportunities support student accomplishment of the desired learning outcomes?
  • How do we know students are accomplishing the desired learning outcomes?
workshop overview1
Workshop Overview
  • What does the evidence tell us and how do we respond?
  • How do we record and report assessment of student learning to meet accountability requirements?
learning outcomes
Learning Outcomes

Participants will:

  • describe the assessment of student learning process at OSU-OKC.
  • Implement outcomes-based assessment of student learning at the program and course level.
assessment of student learning handbook
Assessment of Student Learning Handbook

http://www.osuokc.edu/studentlearning/pdf/THE%20Handbook.pdf

writing learning outcomes
Writing Learning Outcomes

“Students will _<action verb>__ <object>_”

“Students will produce an estimate of materials and cost for a building.”

a good learning outcome is
A good learning outcome is…
  • Specific
  • Measurable
  • Aligned to the curriculum

“Students will produce an estimate of materials and cost for a building.”

levels of learning outcomes
Levels of Learning Outcomes

Campus- wide learning outcomes

Program Learning Outcomes

campus wide learning outcomes
Campus-Wide Learning Outcomes

Upon completion of an OSU-Oklahoma City degree:

  • Students solve problems by evaluating arguments or propositions and making judgments that guide the development of their beliefs and actions.
  • Students communicate effectively using organized and coherent written and oral presentations appropriate for the audience and situation.
  • Students use computer and network technologies to gather, analyze and communicate information.
  • Students engage in the community through activities effecting positive change in society and the environment.
  • Students display sensitivity to cultures across local, national and global communities.
program student learning outcomes
Program Student Learning Outcomes
  • “Upon completion of the Public Service courses the student will discuss various dispute resolution systems.”
  • “Upon completion of the Horticulture AAS, a graduate will explain fundamentals of plant science in relation to practical horticultural applications and the environment.”
  • [Students will] apply computer principles and software applications to provide business solutions commonly encountered in entry level computer and management careers. “
program student learning outcome examples
Program Student Learning Outcome Examples
  • [Students will] examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions and offer new insights to improve the quality of care for patients, families, and communities.
  • Students will analyze dysfunctional family systems and the impact of family dynamics on addiction and recovery processes.
  • Students frame a three phase high voltage transmission line per industry standards.
course student learning outcomes
Course Student Learning Outcomes
  • Students will identify different cultural attitudes towards crime and victimization.
  • Students will identify and discuss that human beings grieve on account of variety of losses.
  • Upon successful completion of this course, the student will describe the evolution of the U.S. telecommunications industry and regulatory structure.
  • The student will install and configure the Windows client operating system.
curriculum mapping
Curriculum Mapping

The curriculum map answers two questions:

  • What are the primary student learning outcomes for this program?
  • What courses in the program support each of the program student learning outcomes?
what is curriculum mapping
What is curriculum mapping?
  • Matrix created by program faculty to ensure that students are given the opportunity to develop competence in program level SLO’s in core courses
  • SLO’s can be:
        • Not covered in a course
        • Introduced in a course
        • Developed in a course
        • Assessed in a course
how is curriculum mapping used for assessment
How is curriculum mapping used for assessment?
  • Allows faculty to evaluate and improve curricula by focusing on where SLO’s are Introduced, Developed or Assessed
  • Ensures that SLO’s are introduced early and that they are reinforced and developed throughout the curriculum
  • Ensures that SLO’s are aligned with core courses in the academic program
  • Provides a guideline for choosing where to collect assessment data
curriculum mapping program student learning outcomes
Curriculum Mapping – Program Student Learning Outcomes

Program Student Learning Outcomes

Program Courses

curriculum mapping campus wide outcomes
Curriculum Mapping –Campus Wide Outcomes

Campus-wide Student Learning Outcomes

Program and other required courses

curriculum map example
Curriculum Map Example

I = Introduced

D = Developed

A = Assessed

assessment methods
Assessment Methods

How will we know if students are accomplishing the desired learning outcomes?

slide25

Direct Assessment Methods require students to demonstrate knowledge and skills learned within their educational experience and whether these achievements meet the expected outcomes set for the program.

direct measures
Direct Measures
  • Objective Tests
  • Capstone Courses and projects
  • Portfolios
  • Authentic Assessment
  • Internships/Service Projects
slide31

Indirect Assessment Methods includes surveys and interviews which ask students to reflect on their learning.

indirect measures
Indirect Measures
  • Surveys
  • Focus Groups
  • Interviews
  • Records
indirect measures administered at osu okc
Indirect Measures Administered at OSU-OKC

James Anderson

Coordinator of Assessment, Accreditation & Grant Compliance

planning for assessment
Planning for Assessment

James Saunders

Department Head

Engineering Technologies

question
Question
  • What are we assessing?
    • The student
    • The instructor
    • The course
    • Student learning outcomes
    • All of the above
planning for assessment1
Planning for Assessment
  • Components of an Assessment Plan
  • Selecting Assessment Strategies
  • Establishing a Context for Assessment
  • Reliability and Validity
  • Ethical Assessment
  • Before You Begin
components of an assessment plan
Components of An Assessment Plan
  • Start with a matrix listing:
    • The Student Learning Objectives (SLOs)
    • Alignment of the SLOs with the curriculum
    • How will each SLO be assessed
    • When and how often
    • Who will be involved
assessment strategies
Assessment Strategies
  • Direct Assessments
    • Published tests
    • Locally developed tests
    • Embedded assignments & activities
    • Portfolios
assessment strategies1
Assessment Strategies
  • Indirect assessments
    • Surveys
    • Interviews
    • Focus groups
    • Alumni
    • Employers
establish a context for assessment
Establish a Context for Assessment
  • In-course: Assignments and exam questions
  • Capstone courses – final projects or portfolios
  • Community service learning
  • Exit interviews or exit surveys
  • Piggyback on other campus assessment efforts
reliability and validity
Reliability and Validity
  • Reliability refers to measurement precision and stability or the correlation coefficient.
  • The closer the reliability coefficient is to one the better the reliability.
  • Objectively scored procedures are more reliable than subjectively scored procedures.
validity
Validity
  • Validity refers to how well a procedure assesses what it is supposed to be assessing.
  • Types of Validity
    • Construct, criterion-related, face, formative, and sampling
ethical assessment
Ethical Assessment
  • We must behave ethically when collecting information about people.
  • We must have honest cooperation of respondents and treat them with respect.
ethical concepts
Ethical Concepts
  • Anonymity
  • Autonomy
  • Confidentiality
  • Data ownership
  • Data security
  • Deception
  • Disclosure of rights
  • Harm
  • Informed consent
before you begin
Before You Begin
  • Determine assessment focus
  • Who will be affected by the results
  • Who will get the results
  • How will you collect the data
  • Link the focus, strategy, data analyses, and the decisions of the findings
data in action
Data in Action

Ann Lowrance

Department Head

Social Services

but where do i get data
….but where do I get data?
  • Formal Assessment
    • Course Level
    • Program Level
    • Capstones
    • Institutional Level
but where do i get data1
….but where do I get data?
  • Surveys and Questionnaires
  • Focus Groups
  • Informal Assessment
  • Student Feedback
  • Feedback from Peers (Academic and Professional)
but where do i get data2
….but where do I get data?
  • Other Information Sources:
    • SCT
    • Institutional Grants and Research
    • Profession/Community
      • Advisory Boards
      • Part Time Faculty
      • Accreditation Groups
ok then what
OK. Then what?
  • Elder Abuse Current Trends
  • Police Science CLEET Compliance
  • Victimology Prerequisites
  • Oral Presentation Skills
  • Retention
  • Recording and Trending Data
documenting assessment
Documenting Assessment

How will we record and report assessment of student learning to meet accountability requirements?

slide57

How will we record and report assessment of student learning to meet accountability requirements?

osu okc assessment reporting
OSU-OKC Assessment Reporting
  • Program Assessment of Student Learning Plan
  • Program Assessment of Student Learning Report
  • Course-Level Assessment of Student Learning Report

http://www.osuokc.edu/studentlearning/forms.aspx

timeline
Timeline
  • May 1, 2013 : Program Assessment of Student Learning plan for 2013-2014
    • August - December -- Data collection as indicated by the plan
  • Dec. 20, 2013?: Initial report from 2013-2014 plan.
  • Late December/Early January -- Institutional Assessment report due to OSRHE
  • Feb 1, 2014: Assessment Day Report and revised assessment plan.
    • January - May -- Data collection as indicated by the plan
  • July 1, 2014: Final Program Assessment of Student Learning report for 2013-2014 academic year and updated assessment plan for 2014-2015.