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Assessing Student Learning Outcomes Presented by Jan Connal, PhD March 25, 2011

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Assessing Student Learning Outcomes Presented by Jan Connal, PhD March 25, 2011. An RP Group initiative funded by the Hewlett Foundation Fall 2010. Introduction. My focus today: Share SLO assessment strategies and models for instructional courses and programs

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slide1
Assessing Student Learning Outcomes

Presented by Jan Connal, PhD

March 25, 2011

An RP Group initiative funded by the Hewlett Foundation

Fall 2010

introduction

Introduction

My focus today:

Share SLO assessment strategies and models for instructional courses and programs

Generate ideas about embedding assessment into our regular practices

Prompt reflection about where you are and where you can go with your Instructional SLO assessment activities

description
Description

Why do we Assess?

What are the major overarching principles?

  • To implement strategies that respond to diverse needs.
  • To improve effectiveness by:
        • Measuring how and what students learn,
        • Developing new and varied educational experiences, and
        • Revealing students mastery.
  • Promotes collaboration
  • Is dynamic and continuous
  • Ensures quality education
  • Focuses on learning; how, what and how well students learn
  • Is integrated into our daily teaching and planning

Pg. 6 – Description

background questions facing colleges
Background: Questions Facing Colleges

Are students acquiring needed skills and values?

  • Can students apply information to real world applications?

Pg. 7– Background

six building blocks to assessment
Six Building Blocks to Assessment

Pg. 10– Six Building Blocks

research and align slos
Research and Align SLOs
  • Building Block #1

Pg. 11– Building Blocks

define measurable slos
Define Measurable SLOs
  • Can be observed and measured
  • Address knowledge, skills or attitudes as they relate to:
      • Cognitive Domain: Critical thinking
      • Behavioral Domain: Concrete actions
      • Affective Domain: Feelings and attitudes
  • Represent the overarching outcomes of a course, program, degree or certificate
  • Are larger and more encompassing than objectives
  • Building Block #2

Pg. 12– Building Blocks

questions in the slo process
Questions in the SLO Process
  • Building Block #2

Pg. 12– Building Blocks

define and conduct assessment
Define and Conduct Assessment
  • Assessment is a process that generates continual flow of evidence to demonstrate learning and to suggest areas for improvement.
  • Data must be manageable and directly tied to decision-making.
  • Evidence can be:
    • Quantitative: capable of numerical manipulation and analysis
    • Qualitative: performance or observational based experience
  • Embedded assessment are those that are built into curricular or program activities.
  • Building Block #3

Pg. 13– Building Blocks

analyze the results
Analyze the Results

Types of student performance from assessments

  • Building Block #4

Sets baseline levels of performance so that retest can be done after an intervention has been implemented.

Measures student attainment against a set of criteria

Pg. 14– Building Blocks

report the results
Report the Results
  • Building Block #5

Pg. 15– Building Blocks

improved practice
Improved Practice
  • Ultimate goal of assessment:
    • Continued quality improvement
    • Positive changes in teaching and learning
  • When examining improvements consider:
    • Modifying instruction
    • Improving student feedback
    • Changing programmatic structure
    • Integrating outcome results into program review
    • Linking results to inform integrated planning and resource allocation
  • Building Block #6

Pg. 16– Building Blocks

slide13
Find Out More!

RP Group Website

www.rpgroup.org

BRIC

http://www.rpgroup.org/projects/BRIC.html

Rob Johnstone, BRIC Project Director

[email protected]

Kathy Booth, RP Group Executive Director

[email protected]

Priya Chaplot, BRIC Project Coordinator

[email protected]

slide14
BRIC TAP Inquiry Guide Series

Assessing Student Learning Outcomes

Assessing Strategic Intervention Points in Student Services

Assessing Institutional Effectiveness

Assessing Basic Skills Outcomes

Maximizing the Program Review Process

Turning Data into Meaningful Action

A Model for Building Information Capacity and Promoting a Culture of Inquiry

Research and Assessment for Non-credit Institutions

http://www.rpgroup.org/content/BRIC-inquiry-guides

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