Assessment Workshop 1: Aligning Evaluation Instruments to Learning Objectives

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Assessment Workshop 1Aligning Evaluation
Instruments to Learning Objectives

• Marta Colón de Toro, SPHR
• Assessment Coordinator
• College of Business Administration
• UPR-Mayagüez
• January 2007

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Purpose

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

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Institutional Learning Goals CBAs 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
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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
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CBAs 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
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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.

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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

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Evaluation of Learning

• Following youll 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 wont 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
  dont mind. I feel complete because of my job.."
• Sally I cant wait to retire! I just want to be
  with my family and dedicate time to my friends".
• Gloria Im 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. Ill have time to think what
  Im going to do when I retire.
• Which need does each of the group members seem to
  be experiencing according Maslows 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

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Assessment vs. Evaluation

• 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

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Blooms 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
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Students Learning

• 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

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Blooms 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
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Workshop Lets 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

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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

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Next Steps

• Confirm that your courses 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