Enhancing Learning Outcomes Through Service-Learning Assessment

1. Assessing Service-Learning Deena Sue Fuller Tennessee State University Adapted from a presentation by Brenda Marsteller Kowalewski at Weber State

2. Presentation Overview • Welcome/Introductions/Brief Review of SL • Purpose of Grading/Assessment • Connecting to course objectives • What is actually being graded? • How are these assignments graded? • Determining the weight of the service-learning project

3. Purpose of Grading/Assessment • To provide faculty with a measure of what was learned. • To provide feedback to students on what is expected of them, what they have done well, what they need to improve on and how. • Formative feedback on service-learning reflections can greatly enhance learning

4. What is service learning? Equal parts “service” and “learning” Structured Reflection is key Embedded in academic, credit-bearing courses Connection to graded assignments Reciprocal benefit Collaborative approach to projects

5. Connecting to Course Objectives • Grading is the act of measuring student learning outcomes. • Student learning outcomes are derived from course objectives. • Worksheet on five general academic learning goal categories in which service-learning can enhance academic learning.

6. Establishing Academic Learning Objectives • Course-Specific Academic Learning • Understanding specific course concepts and skills • Generic Academic Learning • Critical thinking skills • Learning How to Learn • Learning how to apply academic knowledge in the real world • Community Learning • Learning about a particular social issue • Inter- and Intra-Personal Learning • Learning how to work collaboratively with others

7. Potential service-learning outcomes for students

8. Service-learning outcomes for assessment • Understand and apply knowledge • Develop identity and values • Develop community awareness and practice community engagement • Demonstrate a commitment to lifelong learning and action • Awareness of social justice issues

9. Summarize overall plan Expectations/assumptions about students Learning outcomes: what they should know and/or know how to do Learning strategies in support of outcomes How do they learn through the service experience Assessment Strategies for the learning

10. What is Actually Being Graded? • NOT the service. The learning is what you are assessing. • How do you know students are learning? • What activities in the classroom will enable students to meet academic learning objectives? • What assignments outside of the class will enable students to meet academic learning objectives?

11. Activities in the Classroom • Large and small group discussions • One-minute reflection papers • Critical incident reports • Presentations • Collage • Skit • Concept Mapping • Others?

12. Assignments Outside the Class • Integrative papers • Structured journals • Reflective interviews • Scrapbook or collage • Video or Photography • Portfolios • Case Studies • Participation and performance at the service site • Progress toward project completion • Tangible outcomes for the community • Others?

13. How are these Assignments Graded? • Literature on assessment lacks best practices for grading service-learning projects. • Assessment literature – assessing impact of service-learning on students based on their self evaluation. • Sample scoring rubrics are in your notebooks

14. How are the SL Assignments Graded? • Plan ahead and incorporate SL criteria into your syllabus so students will know what is expected • The more structure provided in the assignment, whether it be in class or out of class, the better. • Gives you the ability to evaluate first if they addressed what was assigned. • Then you can evaluate the quality of the response to the assigned question. • Look at the sample Rubrics

15. How are these Assignments Graded?: SCORING RUBRICS • Useful in grading journals or portfolios (two very popular assessment strategies in service-learning) • Some very general – see Sample Rubrics (in notebook) • Some very specific – look up Moskal on the web • There is no magic rubric. Design your own to fit your specific learning objectives and service-learning project.

16. How are these Assignments Graded? • Site Supervisor Evaluation • Faculty aren’t always in the field on site to observe students when they are actually engaging in service. • See example in packet for helping your community partners to participate in the supervision/evaluation • Student Self Evaluation • Gives the faculty member insight into how the students would rate themselves in the project. • See example in packet

17. Other questions about grading • Do all assignments have to be graded? • Not necessarily. • You could just give points for participation in the in-class reflection exercises or for turning in the weekly reflection papers. • Do we grade the level of participation in the assignments? • Sometimes --- evaluated on a scale or again, using a rubric. • Participation in class or small group discussion • Do we grade the level of participation in the service project? • What if a student does not complete the required number of hours? • Could reject all service-learning assignments because hours were not fulfilled. • Could adjust the scores on completed s-l assignments to reflect the percentage of hours completed.

18. Determining the Weight of the Service-Learning Project • What percentage of the course objectives are being taught via the service-learning assignment? • What assignments teach these objectives? • Weight accordingly • What percentage of the course objectives are being taught via other teaching strategies? • What assignments teach these objectives? • Weight accordingly