Assessing Course Outcomes

1. Assessing Course Outcomes Module (4)

2. How Assessment Works ASSESSMENT IS AN ITERATIVE FEEDBACK PROCESS FOR CONTINUAL PROGRAM IMPROVEMENT, BASED ON THE MODEL SHOWN BELOW. • STEP ONEis to define intended program learning objectives: specifically, what do we want our graduates to know and actually to be able to do? • STEP TWOis to define measurable outcomes that will serve as evidence of how well each objective has been met, and then actually to measure them. Because this step requires explicit articulation of program success criteria, it often has the added benefit of clarifying faulty assumptions. • STEP THREE is to compare actual observed outcomes to intended program objectives: how well did we meet our objectives in general, and our student learning objectives in particular? • STEP FOUR • Finally, in, based on how well or how poorly achieved outcomes compare to intended outcomes, elements of the program (including assessment elements) are redesigned as appropriate, and a new assessment cycle begins.

3. Classification of Knowledge Domains: COGNITIVE, PSYCHOMOTOR AND AFFECTIVE

8. JSU, BLOOM’S TAXONOMY & RUBRICS

14. Different types of Bloom’s Taxonomy domains

15. Bloom’s Taxonomy • Within the taxonomy learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels (Orlich, et al. 2004). • A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.

16. 2 1 3 4 6 5

17. Cognitive Domain Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic. Traditional education tends to emphasize the skills in this domain..

18. Cognitive Domain

19. Cognitive Domain

20. Teaching & Learning Activities by Outcomes and Bloom’s Taxonomy Student Learning Outcomes Bloom's Taxonomy of Cognitive Categories Knowledge Comprehension Application Analysis Synthesis Evaluation Class lecture and students will read assigned chapter. 1.a.1 Define the three tenets of the Central Limit Theorem Class lecture and students will read assigned chapter. 1.a.2. Describe three key distributions In class, students will calculate sample means and construct a sampling distribution. Homework will reinforce lesson. 1.a.3 Combine to explain the relationship between the three distributions 1.b.1Outcome 1.c.1 Outcome 2.a.1 Outcome 2.b.1 Outcome

21. Assessments by Outcomes and Bloom’s Taxonomy Student Learning Outcomes Bloom's Taxonomy of Cognitive Categories Knowledge Comprehension Application Analysis Synthesis Evaluation 1.a.1 Define the three tenets of the Central Limit Theorem Homework and examination. 1.a.2. Describe three key distributions Homework and examination. 1.a.3 Combine to explain the relationship between the three distributions Homework and examination. 1.b.1 Outcome 1.c.1 Outcome 2.a.1 Outcome 2.b.1 Outcome

22. Psychomotor Domain • Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. • Psychomotor objectives usually focus on change and/or development in behavior and/or skills. • Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies.

23. Psychomotor Domain

24. Psychomotor Domain

25. Affective Domain • Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's like pain or joy. • Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.

26. Affective Domain

27. Affective Domain

28. Alignment Between Course Outcomes and Institutional Outcomes Design Backward Intended Learning Outcomes of the Academic Program Intended Learning Outcomes of the Lesson Intended Learning Outcomes of the Unit Intended Learning Outcomes of the Course Intended Learning Outcomes of the Institution Deliver Forward

29. INTRODUCTION TO ENTRANCE SURVEY

31. INTRODUCTION TO EXIT SURVEY

33. TYPES OF CONTINUOUS ASSESSMENT • Test • Quiz • Assignment • Project Papers • Case Study • Presentation • Experiments • Seminars • Community Project • Final Exam • Lab report • Physical model • Practical • Project • Laboratory work • Observation • Peer assessment • Soft skill • Coursework • Survey report • Site report

34. DIRECT MEASURES OF LEARNING

35. ASSESSMENT MATTERS!!! “ Every assessment is also based on a set of beliefs about the kinds of tasks or situations that will prompt students to say, do, or create something that demonstrates important knowledge and skills. The task to which students are asked to respond on an assessment are not arbitrary.” National Research Council. Knowing what students know: The science and design of educational assessment. Washington, D.C.: National Academy Press, 2001, p.47

36. STUDENTS AND ASSESSMENTS: “ What and how students learn depends to a major extent on how they think they will be assessed.” John Biggs, Teaching for Quality Learning at University: What The Student Does. Society for Research into Higher Education & Open University Press, 1999, p.141.

37. WHO NEEDS TO KNOW ABOUT ASSESSMENT AND WHY? • Students • Lecturers • Institutions (i.e. IKN) • Community at Large

38. Students need to know: • how they are progressing with their studies in relation to last semester’s performance. • how are they progressing in relation to other learners. • are they achieving the required standard.

39. Students need to know: • what are their strengths and weaknesses and further development needs. • what they should do if they are not achieving. • that they have gained certification of a level of achievement.

40. Lecturers need to know: • all students are attaining the intended learning outcomes. • course materials and teaching activities are effective. • the learning support strategy is effective.

41. Lecturers need to know: • remedial action is required. • they are able to certify that students have achieved standards or met requirements. • any adjustments need to be made to accommodate the needs of disabled students.

42. Institutions (i.e. IKN) need: • to provide evidence of achievement of institutional aims. • to know whether programs and teaching staff are effective in their stated aims. • to make claims to employers and professional bodies regarding graduate qualities.

43. Institutions (i.e. IKN) need: • to certify that learners can practice in specific vocational areas. • to make judgments about access and admission to programs. • to provide evidence of compliance with legislation such as MQA.

44. The Community needs to know whether: • institutions (i.e. IKN) and lecturers are effective • students are adequately prepared for their careers • education is being geared to meet the broad, longer-term needs of society. • all students are supported.

45. A Quote: “Best practice in assessment includes both direct and indirect measures of student performance and the use of more than one measure to begin to triangulate the data.” Northern New Mexico College, 2009

46. ASSESSMENT OF STUDENT LEARNING: THE BIG PICTURE OUTCOMES INPUTS DIRECT AND INDIRECT MEASURES

47. Direct Measures Direct measures provide for the direct examination or observation of student knowledge or skills against measurable learning objectives

48. Indirect Measures Indirect measures of student learning ensure the value of learning experiences

49. ASSESSMENT DIRECT MEASURES: THE BIG PICTURE • Identify outcomes • Align pedagogy with outcomes • Align assessments with outcome statements

50. DIRECT MEASURES Direct Measures: directly assess the skills and abilities described in the learning outcomes.