All Hands on Deck with Student Learning Outcomes

1
All Hands on Deck with Student Learning Outcomes

• Susan Campbell
• scamp_at_usm.maine.edu
• Beth Higgins
• bhiggins_at_usm.maine.edu
• University of Southern Maine

2
Definition of Assessment

• Assessment is a process that focuses on student
  learning, a process that involves reviewing and
  reflecting on practice as academics have always
  done, but in a more planned and careful way.
• -Peter Ewell

3
Assessment Cultivates Internal Motivation Peggy
Maki, Assessing for Learning

• Culture of Curiosity
• Culture of Learning
• Culture of Evidence

4
The Assessment CyclePeggy Maki, Assessing for
Learning
5
Four Components

• Purpose and Stakeholders
• Values, Vision, Mission, Goals, Programmatic
  Outcomes (objectives)
• Learning Outcomes, Mapping, Gathering Evidence,
  Setting Levels of Expected Performance
• Sharing and Acting on the Results

6
Its All About Learning

• Understanding what, how and when students learn
  through academic advising.
• A Recent Learning Experience
• What and How

7
Foundational Elements

• Model of how students represent knowledge and
  develop competence in the subject domain
  (Cognition)
• Tasks or situations that allow one to observe
  students performance (Observation)
• An interpretation method for drawing inferences
  from the performance evidence obtained
  (Interpretation)
• Knowing What Students Know, 2001

8
The Assessment Triangle

• Interpretation Observation
• Cognition
• Cognition, observation, and interpretation must
  be explicitly connected and designed as a
  coordinated whole. Knowing What Students Know,
  2001

9
Student Learning Outcomes

• What do you expect students to be able to
• Do
• Know
• Value and Appreciate
• as a result of their academic advising
  experience?

10
Cognitive Elements

• What do we want students to KNOW as a result of
  their academic advising experience?

• Know general education requirements
• Know about academic support services
• Know how to use the student information system to
  register
• Know how to use the catalog

11
Cognitive Domain

• Knowledge who, what, when, where, define,
  recognize
• Application apply, classify, solve, choose, use
• Evaluation judge

• Synthesis predict, construct, produce, write,
  design, devise, solve, improve
• Analysis identify motives, draw conclusions,
  support, determine evidence

12
Skills and Psychomotor Elements

• What do we want students to Be Able To Do
• as a result of their academic advising
  experience?

• Be able to generate their degree audit
• Be able to make and keep appointments
• Be able to ask for help
• Be able to access course descriptions and degree
  requirements using the online catalog

13
Psychomotor Domain

• Operates
• Demonstrates
• Creates
• Performs
• Assembles
• Composes
• Builds
• Manipulates

14
Affective Elements

• What do we want students to Value and Appreciate
• as a result of their academic advising
  experience?

• Value and Appreciate general education
• Value and Appreciate the advising relationship
• Value and Appreciate the process of learning

15
Affective Domain

• Worth attached to a particular object,
  phenomenon, behavior
• Belief in
• Appreciates role of
• Shows concern for
• Explains, justifies, proposes, initiates, shares,
  differentiates

16
Moving Forward

• What do you want your students to
• Do
• Know
• Value and Appreciate
• as a result of their academic advising
  experience?

17
Anchors Away!Lets Identify Student Learning
Outcomes
18
Getting Started On Your Campus
19
University of Southern Maines Advising Syllabus

• http//www.usm.maine.edu/advising/AdvisingSyllabus