Assessment Workshop

1
Assessment of Student Learning At OSU-OKC
2
(No Transcript)
3
Opening Remarks

• Bill Pink, PhD
• Vice President
• Academic Affairs

4
Workshop Overview

• What skills, abilities, knowledge and/or
  attitudes do we expect students to demonstrate?
• What learning opportunities support student
  accomplishment of the desired learning outcomes?
• How do we know students are accomplishing the
  desired learning outcomes?

5
Workshop Overview

• What does the evidence tell us and how do we
  respond?
• How do we record and report assessment of
  student learning to meet accountability
  requirements?

6
Learning Outcomes

• Participants will
• describe the assessment of student learning
  process at OSU-OKC.
• Implement outcomes-based assessment of student
  learning at the program and course level.

7
Assessment of Student Learning Handbook

• http//www.osuokc.edu/studentlearning/pdf/THE20Ha
  ndbook.pdf

8

• What skills, abilities, knowledge and/or
  attitudes do we expect students to demonstrate?

9
Writing Learning Outcomes

• Students will _ltaction verbgt__ ltobjectgt_
• Students will produce an estimate of materials
  and cost for a building.

10
Using Blooms Taxonomy
11
A good learning outcome is

• Specific
• Measurable
• Aligned to the curriculum
• Students will produce an estimate of materials
  and cost for a building.

12
Levels of Learning Outcomes
Campus- wide learning outcomes Program Learning
Outcomes
13
Campus-Wide Learning Outcomes

•  
• Upon completion of an OSU-Oklahoma City degree
•  
• Students solve problems by evaluating arguments
  or propositions and making judgments that guide
  the development of their beliefs and actions.
• Students communicate effectively using organized
  and coherent written and oral presentations
  appropriate for the audience and situation.
• Students use computer and network technologies to
  gather, analyze and communicate information.
• Students engage in the community through
  activities effecting positive change in society
  and the environment.
• Students display sensitivity to cultures across
  local, national and global communities.

14
Program Student Learning Outcomes

• Upon completion of the Public Service courses
  the student will discuss various dispute
  resolution systems.
• Upon completion of the Horticulture AAS, a
  graduate will explain fundamentals of plant
  science in relation to practical horticultural
  applications and the environment.
• Students will apply computer principles and
  software applications to provide business
  solutions commonly encountered in entry level
  computer and management careers.

15
Program Student Learning Outcome Examples

• Students will examine the evidence that
  underlies clinical nursing practice to challenge
  the status quo, question underlying assumptions
  and offer new insights to improve the quality of
  care for patients, families, and communities.
• Students will analyze dysfunctional family
  systems and the impact of family dynamics on
  addiction and recovery processes.
• Students frame a three phase high voltage
  transmission line per industry standards.

16
Course Student Learning Outcomes

• Students will identify different cultural
  attitudes towards crime and victimization.
• Students will identify and discuss that human
  beings grieve on account of variety of losses.
• Upon successful completion of this course, the
  student will describe the evolution of the U.S.
  telecommunications industry and regulatory
  structure.
• The student will install and configure the
  Windows client operating system.

17

• What learning opportunities support student
  accomplishment of the desired learning outcomes?

18
Curriculum Mapping

• The curriculum map answers two questions
• What are the primary student learning outcomes
  for this program?
• What courses in the program support each of the
  program student learning outcomes?

19
What is curriculum mapping?

• Matrix created by program faculty to ensure that
  students are given the opportunity to develop
  competence in program level SLOs in core courses
• SLOs can be
• Not covered in a course
• Introduced in a course
• Developed in a course
• Assessed in a course

20
How is curriculum mapping used for assessment?

• Allows faculty to evaluate and improve curricula
  by focusing on where SLOs are Introduced,
  Developed or Assessed
• Ensures that SLOs are introduced early and that
  they are reinforced and developed throughout the
  curriculum
• Ensures that SLOs are aligned with core courses
  in the academic program
• Provides a guideline for choosing where to
  collect assessment data

21
Curriculum Mapping Program Student Learning
Outcomes
Program Student Learning Outcomes
Program Courses
22
Curriculum Mapping Campus Wide Outcomes
Campus-wide Student Learning Outcomes
Program and other required courses
23
Curriculum Map Example
I Introduced D Developed A Assessed
24
Assessment Methods

• How will we know if students are accomplishing
  the desired learning outcomes?

25
Direct Assessment Methods require students to
demonstrate knowledge and skills learned within
their educational experience and whether these
achievements meet the expected outcomes set for
the program.
26
Direct Measures

• Objective Tests
• Capstone Courses and projects
• Portfolios
• Authentic Assessment
• Internships/Service Projects

27
Defining Assessment Methods
28
Assessment Methods Example
29
Assessment Methods Example
30
Assessment Methods Example
31
Indirect Assessment Methods includes surveys and
interviews which ask students to reflect on their
learning.
32
Indirect Measures

• Surveys
• Focus Groups
• Interviews
• Records

33

• What does the evidence tell us and what will we
  do with it?

34
Indirect Measures Administered at OSU-OKC

• James Anderson
• Coordinator of Assessment, Accreditation Grant
  Compliance

35
Planning for Assessment

• James Saunders
• Department Head
• Engineering Technologies

36
Question

• What are we assessing?
• The student
• The instructor
• The course
• Student learning outcomes
• All of the above

37
Planning for Assessment

• Components of an Assessment Plan
• Selecting Assessment Strategies
• Establishing a Context for Assessment
• Reliability and Validity
• Ethical Assessment
• Before You Begin

38
Components of An Assessment Plan

• Start with a matrix listing
• The Student Learning Objectives (SLOs)
• Alignment of the SLOs with the curriculum
• How will each SLO be assessed
• When and how often
• Who will be involved

39
Assessment Strategies

• Direct Assessments
• Published tests
• Locally developed tests
• Embedded assignments activities
• Portfolios

40
Assessment Strategies

• Indirect assessments
• Surveys
• Interviews
• Focus groups
• Alumni
• Employers

41
Establish a Context for Assessment

• In-course Assignments and exam questions
• Capstone courses final projects or portfolios
• Community service learning
• Exit interviews or exit surveys
• Piggyback on other campus assessment efforts

42
Reliability and Validity

• Reliability refers to measurement precision and
  stability or the correlation coefficient.
• The closer the reliability coefficient is to one
  the better the reliability.
• Objectively scored procedures are more reliable
  than subjectively scored procedures.

43
Validity

• Validity refers to how well a procedure assesses
  what it is supposed to be assessing.
• Types of Validity
• Construct, criterion-related, face, formative,
  and sampling

44
Ethical Assessment

• We must behave ethically when collecting
  information about people.
• We must have honest cooperation of respondents
  and treat them with respect.

45
Ethical Concepts

• Anonymity
• Autonomy
• Confidentiality
• Data ownership
• Data security
• Deception
• Disclosure of rights
• Harm
• Informed consent

46
Before You Begin

• Determine assessment focus
• Who will be affected by the results
• Who will get the results
• How will you collect the data
• Link the focus, strategy, data analyses, and the
  decisions of the findings

47
Data in Action

• Ann Lowrance
• Department Head
• Social Services

48
(No Transcript)
49
.but where do I get data?

• Formal Assessment
• Course Level
• Program Level
• Capstones
• Institutional Level

50
.but where do I get data?

• Surveys and Questionnaires
• Focus Groups
• Informal Assessment
• Student Feedback
• Feedback from Peers (Academic and Professional)

51
.but where do I get data?

• Other Information Sources
• SCT
• Institutional Grants and Research
• Profession/Community
• Advisory Boards
• Part Time Faculty
• Accreditation Groups

52
(No Transcript)
53
OK. Then what?

• Elder Abuse Current Trends
• Police Science CLEET Compliance
• Victimology Prerequisites
• Oral Presentation Skills
• Retention
• Recording and Trending Data

54
(No Transcript)
55
Documenting Assessment

• How will we record and report assessment of
  student learning to meet accountability
  requirements?

56
(No Transcript)
57

• How will we record and report assessment of
  student learning to meet accountability
  requirements?

58
OSU-OKC Assessment Reporting

• Program Assessment of Student Learning Plan
• Program Assessment of Student Learning Report
• Course-Level Assessment of Student Learning
  Report
• http//www.osuokc.edu/studentlearning/forms.aspx

59
Timeline

• May 1, 2013 Program Assessment of Student
  Learning plan for 2013-2014
• August - December -- Data collection as indicated
  by the plan
• Dec. 20, 2013? Initial report from 2013-2014
  plan.
• Late December/Early January -- Institutional
  Assessment report due to OSRHE
• Feb 1, 2014 Assessment Day Report and revised
  assessment plan.
• January - May -- Data collection as indicated
  by the plan
• July 1, 2014 Final Program Assessment of Student
  Learning report for 2013-2014 academic year and
  updated assessment plan for 2014-2015.

60
(No Transcript)