An Introduction to Assessment. Defining and Documenting Student Learning Outcomes at Lamar State College-Port Arthur. Why assess student learning?. Improve quality of education Student learning The student experience Institutional effectiveness Planning and budgeting
Defining and Documenting
Student Learning Outcomes
at Lamar State College-Port Arthur
Improve quality of education
Provide accountability to
Sure, the students like our services and programs, and they love our classes, but what evidence do we have that what we are doing is making a difference?
Assessment is the systemic, methodical collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. -- (Palomba & Banta, 1999)
Where to start?
A. Student Life Organization
B. Special Liquor Order
C. Student Learning Outcomes
D. Space Liaison Officer
“Learning outcomes are statements of knowledge, skills, and abilities the individual student possesses and can demonstrate upon completion of a learning experience or sequence of learning experiences (e.g., course, program, degree).” (Barr, McCabe, and Sifferlen, 2001)
Evaluation: To judge the quality of something
based on its adequacy, value, logic, or use.
Synthesis: To create something, to integrate ideas
into a solution, to propose an action plan, to formulate
a new classification scheme.
Analysis: To identify the organizational structure of
something; to identify parts, relationships, and
Application: To apply knowledge to new situations,
to solve problems.
Comprehension: To understand, interpret, compare and
Knowledge: To know specific facts, terms, concepts,
principles, or theories.
SLO Assessment is
A rubric is simply a table in which you connect your student learning objective to the measurement of success. The next development activity will cover rubrics more thoroughly.
Example from Medical Office Administration Program
The success criteria are the benchmarks of successful attainment of the SLO. The example above is for a Program, but the concept and process can also be applied to Course-level assessment.
Test mapping is a process by which you identify which questions on your exams match up to the SLOs you’ve identified for the Program or Course and to the level of cognitive activity the question requires, using Bloom’s Taxonomy of measurable verbs. Use one map per test.
Today we are going over one portion of test mapping – matching up the test questions to the SLOs. In the near future we will have a development activity that covers test mapping more thoroughly.
This example of a test map comes from a Program, but the process also works at the Course level.
Please make a habit of
Saving at least 10 random copies of all student work; photocopies or electronic copies are fine. Ideally you should save examples of excellent, mediocre, and poor work.
Saving all scoring rubrics for performances or demonstrations if you use them or as you develop them.
Creating and saving a test map for all Scantron, multiple choice, short answer, and essay tests.
When in doubt, SAVE COPIES.