Writing and Improving Student Learning Outcomes

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Writing and Improving Student Learning Outcomes

• Sandra Johnson, sgjohnson_at_stcloudstate.edu
• Joe Melcher, jmmelcher_at_stcloudstate.edu
• Jim Sherohman, jlsherohman_at_stcloudstate.edu
• Joyce Simones, jmsimones_at_stcloudstate.edu
• Mary Soroko, mpsoroko_at_stcloudstate.edu
• Thanks to Susan Hatfield
• Winona State University

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Assessment

• Assessment is an ongoing process aimed at
  understanding and improving student learning. It
  involves
• making our expectations explicit and public
• setting appropriate criteria and high standards
  for learning quality
• systematically gathering, analyzing, and
  interpreting evidence to determine how well
  performance matches those expectations and
  standards
• using the resulting information to document,
  explain, and improve performance.

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Assessment

• Assessment is an ongoing process aimed at
  understanding and improving student learning. It
  involves
• making our expectations explicit and public
• setting appropriate criteria and high standards
  for learning quality
• systematically gathering, analyzing, and
  interpreting evidence to determine how well
  performance matches those expectations and
  standards
• using the resulting information to document,
  explain, and improve performance.

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ASSESS
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ASSESSMENT THE BOTTOM LOOP
ASSESS
Student Learning Outcomes
Changes to Enhance Student Learning
STUDENT
Strategies to Accomplish Outcomes
Data Collection and Interpretation
Areas and Methods of Assessment
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Developing an Assessment Plan

• 1. Agree on your Mission
• 2. Identify your Program Goals

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Developing an Assessment Plan

• 3. Identify your student learning outcomes
• Students will
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Student Learning Outcomes

• Learner Centered
• Specific
• Action oriented
• Cognitively appropriate at the program level

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Possible Outcomes

• Students will appreciate.
• Students will be exposed to.
• Students will demonstrate knowledge of the
  history, theories and applications of
• Students will attend.
• Faculty will provide students with opportunities
  to.

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Possible Outcomes

• Students will appreciate
• Students will be exposed to.
• Students will demonstrate knowledge of the
  history, theories and applications of
• Students will attend.
• Faculty will provide students with opportunities
  to.

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COMPREHENSION
EVALUATION
APPLICATION
ANALYSIS
SYNTHESIS
KNOWLEDGE
Associate Classify Compare Compute Contrast Differ
entiate Discuss Distinguish Estimate Explain Expre
ss Extrapolate Interpolate Locate Predict Report R
estate Review Tell Translate
Analyze Appraise Calculate Categorize Classify Com
pare Debate Diagram Differentiate Distinguish Exam
ine Experiment Inspect Inventory Question Separate
Summarize Test
Arrange Assemble Collect Compose Construct Create
Design Formulate Integrate Manage Organize Plan Pr
epare Prescribe ProducePropose Specify Synthesize
Write
Appraise Assess Choose Compare Criticize Determine
Estimate Evaluate Grade Judge Measure Rank Rate R
ecommend Revise Score Select Standardize Test Vali
date
Cite Count Define Draw Identify List Name Point Qu
ote Read Recite Record Repeat Select State Tabulat
e Tell Trace Underline
Apply Calculate Classify Demonstrate Determine Dra
matize Employ Examine Illustrate Interpret Locate
Operate Order Practice Report Restructure Schedule
Sketch Solve Translate Use Write
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COMPREHENSION
EVALUATION
APPLICATION
ANALYSIS
SYNTHESIS
KNOWLEDGE
Associate Classify Compare Compute Contrast Differ
entiate Discuss Distinguish Estimate Explain Expre
ss Extrapolate Interpolate Locate Predict Report R
estate Review Tell Translate
Analyze Appraise Calculate Categorize Classify Com
pare Debate Diagram Differentiate Distinguish Exam
ine Experiment Inspect Inventory Question Separate
Summarize Test
Arrange Assemble Collect Compose Construct Create
Design Formulate Integrate Manage Organize Plan Pr
epare Prescribe ProducePropose Specify Synthesize
Write
Appraise Assess Choose Compare Criticize Determine
Estimate Evaluate Grade Judge Measure Rank Rate R
ecommend Revise Score Select Standardize Test Vali
date
Cite Count Define Draw Identify List Name Point Qu
ote Read Recite Record Repeat Select State Tabulat
e Tell Trace Underline
Apply Calculate Classify Demonstrate Determine Dra
matize Employ Examine Illustrate Interpret Locate
Operate Order Practice Report Restructure Schedule
Sketch Solve Translate Use Write
Lower division course outcomes
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COMPREHENSION
EVALUATION
APPLICATION
ANALYSIS
SYNTHESIS
KNOWLEDGE
Associate Classify Compare Compute Contrast Differ
entiate Discuss Distinguish Estimate Explain Expre
ss Extrapolate Interpolate Locate Predict Report R
estate Review Tell Translate
Analyze Appraise Calculate Categorize Classify Com
pare Debate Diagram Differentiate Distinguish Exam
ine Experiment Inspect Inventory Question Separate
Summarize Test
Arrange Assemble Collect Compose Construct Create
Design Formulate Integrate Manage Organize Plan Pr
epare Prescribe ProducePropose Specify Synthesize
Write
Appraise Assess Choose Compare Criticize Determine
Estimate Evaluate Grade Judge Measure Rank Rate R
ecommend Revise Score Select Standardize Test Vali
date
Cite Count Define Draw Identify List Name Point Qu
ote Read Recite Record Repeat Select State Tabulat
e Tell Trace Underline
Apply Calculate Classify Demonstrate Determine Dra
matize Employ Examine Illustrate Interpret Locate
Operate Order Practice Report Restructure Schedule
Sketch Solve Translate Use Write
Upper division Course / Program outcomes
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Remember Assessable

• 4. Identify the assignments and activities that
  demonstrate achievement of each learning outcome

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Remember Assessable

• 5. Identify the components of successful
  achievement of the outcome
• -What are we looking for to be able to tell
• whether or not student performance is
• acceptable?

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Remember Assessable

• 6. Identify characteristics of effective /
  accurate / successful performance for each
  Component / Trait

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Examples

• Check out these competencies from the Minnesota
  Transfer Curriculum

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Example 1

• Gather factual information and apply it to a
  given problem in a manner that is relevant,
  clear, comprehensive, and conscious of possible
  bias in the information selected
• BETTER Students will apply factual information
  to a
• problem.
• COMPONENTS
• Relevance
• Clarity
• Comprehensiveness
• Aware of Bias

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Example 2

• Imagine and seek out a variety of possible
  goals, assumptions, interpretations, or
  perspectives which can give alternative meanings
  or solutions to given situations or problems
• BETTER Students will provide alternative
  solutions to
• situations or problems.
• COMPONENTS
• Variety of assumptions, perspectives,
  interpretations
• Analysis of comparative advantage

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Example 3

• Formulate and test hypotheses by performing
  laboratory, simulation, or field experiments in
  at least two of the natural science disciplines
  (one of these experimental components should
  develop, in greater depth, students laboratory
  experience in the collection of data, its
  statistical and graphical analysis, and an
  appreciation of its sources of error and
  uncertainty)
• BETTER Students will test hypotheses.
• COMPONENTS
• Data collection
• Statistical Analysis
• Graphical Analysis
• Identification of sources of error