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This informative guide explores the difference between grades and assessment data, how to identify learning outcomes, and the selection of appropriate assessment instruments. It also explains the key components of assessment and emphasizes the importance of validity and reliability in data. Examples and practical tips are provided to help educators implement effective assessment practices.
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Demystifying Outcomes Assessment Barbara M. Wheeling College of Business Montana State University-Billings
What You Will Learn • The difference between grades and assessment data • Identifying a learning outcome • Some differences between program assessment and general education assessment • Selecting appropriate assessment instruments
Main Points • Grades are too broad and inclusive for assessment • Three key components of assessment • Assessment points • Assessment tasks (gradeable items) • Assessment instruments • Data should be as valid and reliable as is feasibly possible
What Assessment Is and What It Is Not • Example of a construction company • Grades are like a profit statement • Bottom line information • Assessment is like cost data • More detailed
Example from class writing assignment • Grades: Average Score: 19.9/25 points 3 A’s 9 B’s 3 C’s 4 D’s 1 F’s
Assessment Data (5 points each) • Organization: Average score = 4.1 • Clarity: Average score = 4.1 • Spelling and Grammar: Average score = 4.4 • Readability: Average score = 4.6 • Documentation: Average = 2.7 RED FLAG!!! NEEDS IMPROVEMENT!!!
Assessment Cycle Mission Learning Goals (what students are or have) Learning Objectives/Outcomes (what students do) Alignment Matrix (where students learn)
Learning Goals • Identify what students “are” or “have” • Examples from Academic Foundations: • We want MSU-B students to be effective oral communicators (LG I.4.) • We want MSU-B students to have effective mathematical/logical skills (LG I.2.)
Learning Outcomes • Identify what students “do” • Examples from Academic Foundations: • We want MSU-B students to demonstrate ability to understand and interpret oral information (LO I.4.b.) • We want MSU-B students to demonstrate ability to use logical skills to make judgments (LO I.2.c.)
More Examples • Example of a Program LG and LO: • Learning Goal: We want our students to be effective communicators in business and professional settings • Learning Outcome: We want our students to be able to prepare and properly deliver a complete, concise business presentation
Assessment Points • Definition: Where assessment takes place • Should be where students have reached a level of proficiency
Academic Programs Usually a capstone course in senior year General Education Depends on the assessment task Assessment Points
Course-embedded exams or assignments Best if part of course grade so students are motivated to perform well Not necessarily in the senior year Can also use portfolios, exit exams, or standardized tests Student motivation can be a problem Most likely in the senior year Assessment Tasks
When outcomes assess knowledge Objective test questions work well When outcomes assess knowledge and/or skills Subjective test questions can be used Paper, project, or presentation also possible Assessment Tasks
Objective test questions Instrument is a measure (Pass/fail score) How many students answered correctly Subjective assessment Instrument is a rubric How many students performed at an acceptable level for each trait in the rubric Assessment Instruments/Measures
Conclusion • Assessment is not about evaluating teaching, but may result in changing the way that we teach • Questions? • Comments? • Confusions? • Concerns?
