Assessment Workshop 1: Aligning Evaluation Instruments to Learning Objectives

1. Assessment Workshop 1:Aligning Evaluation Instruments to Learning Objectives Marta Colón de Toro, SPHR Assessment Coordinator College of Business Administration UPR-Mayagüez January 2007

2. Purpose • Review institutional and program learning goals • Revise current practices in student’s learning evaluation techniques • Make a case for the importance of aligning evaluation strategies with learning goals • Reinforce the need to maintain course portfolios

3. Institutional Learning Goals CBA’s Learning Goals Course 101 Course 201 Course 301 Course 401 Learning Objectives Learning Objectives Learning Objectives Learning Objectives Lesson 1, 2, 3 Lesson 1, 2, 3 Lesson 1, 2, 3 Lesson 1, 2, 3 Sub- objectives Sub- objectives Sub- objectives Sub- objectives Assessment and Evaluation of Learning

4. Institutional Learning Outcomes* By the time of their graduation, UPRM students will be able to: • Communicate effectively. • Identify and solve problems, think critically, and synthesize knowledge appropriate to their discipline. • Apply mathematical reasoning skills, scientific inquiry methods, and tools of information technology. • Apply ethical standards. • Recognize the Puerto Rican heritage and interpret contemporary issues. • Appraise the essential values of a democratic society. • Operate in a global context, relate to a societal context, and demonstrate respect for other cultures. • Develop an appreciation for the arts and humanities. • Recognize the need to engage in life long-learning. *Currently under revision by the General Education Assessment Ad-hoc Committee

5. CBA’s Learning Goals* The academic programs at College of Business Administration at UPR - Mayagüez are intentionally designed to help students achieve the following educational goals upon graduation. • Interpersonal Skills • Information Technology Skills • Ethical and Professional Behavior • Supervisory Skills • Research skills • Entrepreneurship – (Innovation, business plan development) • Business management knowledge and skills with national and international perspective • Problem Solving • Project Management • Business Major-Related Knowledge, Skills and Abilities * Currently under revision by the Academic Affairs Committee

6. ESOR 4025 Learning Objectives Upon completing this course the student will be able to: • Recognize the study of organizational behavior as essential in the modern workplace. • Explain how human behavior affects the effectiveness of business operations. • Analyze “people problems” in organizations from different cultural perspectives. • Discuss the importance of ethics in organizations. • Describe the nature of groups and their impact in organizations. • Apply major motivation and leadership theories to real business situations.

7. Hierarchy of Human Needs – A. Maslow • A satisfies need is no longer a motivator • Lower-level needs should be relatively satisfied before we experience higher-level needs • Managers should know their employees’ needs

8. Evaluation of Learning Following you’ll read part of a conversation among friends. Interpret each statement and answer the matching that follows. Luis: “We all have an uncertain future. I just revised my living expenses and if inflation continues increasing, when I retire I won’t even have money to eat." Marlene: “I am so proud of my work! I feel so motivated! People think I work too much, but I don’t mind. I feel complete because of my job.." Sally: “I can’t wait to retire! I just want to be with my family and dedicate time to my friends". Gloria: “I’m just going to excel in my job. The only thing I will take with me when I retire is the recognition I have received.” Henry: “My case is different. As a newlywed I can risk it for now. I just need to be sure of not loosing my job. I’ll have time to think what I’m going to do when I retire. Which need does each of the group members seem to be experiencing according Maslow’s theory? • Henry seems to be experiencing ____ a. Physiological needs • Gloria seems to be experiencing _____ b. Security Needs • Sally seems to be experiencing _____ c. Social Needs • Marlene seems to be experiencing _____ d. Esteem Need • Luis seems to be experiencing ____ e. Self-realization Needs

9. Assessment measures learning (cognitive, affective and/or psycho-motor) to provide feedback and encourage student improvement FORMATIVE Evaluation measures learning (cognitive, affective and/or psycho-motor) to assign a grade that represents level of achievement SUMMATIVE Assessment vs. Evaluation

10. Bloom’s Taxonomy (Cognitive Domain) • Compare & contrast, critique, justify Evaluating Key Verbs • Adapt, combine, compare, contrast, design, generate Synthesizing • Correlate, diagram, distinguish, outline, infer Analyzing • Determine, develop, compute, utilize, conduct Applying • Classify, explain, discuss, give examples, summarize Comprehending • Define, describe, list, enumerate Knowing

11. The student is able to: Draw out factual answers, recall, recognize Translate, interpret and extrapolate Apply knowledge to new or unfamiliar situations Break down into parts, forms Combine elements into a new pattern Explain why something, someone, complies (does not comply with some criteria Level of Learning: Knowledge Comprehension Application Analysis Synthesis Evaluation Student’s Learning

12. Bloom’s Taxonomy Defend, criticize, compare Evaluation Model Questions Create, develop, design Synthesis Distinguish, relate, contrast, differentiate, write conclusions Analysis Application What would happen, judge the effects, solve Comprehension Classify, show, tell, match, explain, Who, what, why, when, where, which one, how, define, choose, how much, select, match Knowledge

13. Workshop: Let’s get to work! In pairs: • Discuss the general learning goals for one of your courses. • Review at least one test for each course. • Analyze several questions identifying the level of learning it intends to measure • Identify which learning goal each question addresses • Check for proportional amount of questions for each intended goal • Check for adequate mix of type of questions • Evaluate general design, format and grammar

14. Tips when designing an exam • Identify which learning goals you want to measure • Identify the learning level at which students are expected to learn them • Design questions or exercises that effectively measure the goal at the appropriate level • Determine the appropriate amount of questions to measure each goal • Use different type of questions • Check for grammar correctness • Write clear instructions

15. Next Steps: • Confirm that your course’s learning goals are outcomes-based • Work with at least one course, to assure alignment of evaluation instruments with learning goals • Document in your course portfolio • By Dec 2007 course portfolio for every course must be ready