Student Learning Outcomes Assessment

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Student Learning Outcomes Assessment

• Developing a rubric for critical thinking
  assessment.
• Step-by-step analysis-QEP Full Implementation
  training

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Assessment of Learning Process

• Student Learning
• Assesses student learning as a result of the
  educational process
• The skills, knowledge, values gained
• Usually expressed in psychomotor, cognitive or
  affective verbiage ex. demonstrates, applies,
  utilize, construct, classify, create, evaluate.
• Critical Thinking is at the root of all learning
  application.
• Rote memorization will not create a successful
  learner for the future.

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Good Student Learning Outcomes are and must be

• Measurable achievements as a result of the
  educational experience-what the student gains in
  an observable/behavioral way from enrollment in
  the course, program, degree etc.
• An ongoing process for IMPROVEMENT of elements
  identified.
• Narrowed focus. The tip of the funnel.

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Assessment is

• It is forward looking, not just where we are
  today but where do we want to go.
• Focus is on what is accomplished and is
  systematic in nature.
• Student centered.
• To analyze the processes and results and use for
  improvement of learning.

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Outcomes Assessment is NOT

• Faculty focused.
• Punitive in nature (faculty or student).
• Course Grades
• Tests (not typically)
• Broad in nature-Not the top of the funnel.
• Not recall or memorization
• Capstone courses (elements of CT may be in them
  but holistically speaking not CT entirely)

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As we all know

• York Technical College has chosen to assess
  student learning outcomes with a specific focus
  in the area of Critical Thinking for our QEP.
• Full Implementation is this FALL 2009.
• We have some tools in place now to help you in
  this process.

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Critical Thinking

• Many definitions exist with some variations
  however, all contain primarily similar processes
  requiring first, foundational knowledge that is
  then analyzed, synthesized, compared, inferred,
  applied and evaluated.

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CT is focused on teaching students..

• HOW TO THINK, NOT WHAT TO THINK.
• Why? Consider this

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• http//www.platosgarden.com/id63.html

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Adaptable Rubric template Available at
www.yorktech.com/QEP
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Model Adapted for Radiography Clinical Project
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The SHAPE of Assessment

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How to break down the process within your
courses-Top down or bottom up in design.

• Mission York Technical College Mission
• Goals Established by our choice of CT for QEP
  Student will be able to critically think.
• Specific Outcome A specific skill or knowledge
  set that demonstrates your goal/competency is
  acheived. (Course competencies can give you
  insight to your course goals that are critical
  thinking in nature). EX Student will be able to
  apply principles of critical thinking by
  comparing and contrasting literary works of
• Object or Tool that demonstrates that what we
  said the student would be able to accomplish has
  been accomplished (this is the learning
  activity). This should be narrow in scope and
  specific in nature. Ex. Assign the analysis of
  two literary agents to compare and contrast
• Assess the expected outcome using your specific
  rubric template for project, set benchmark
  expected.

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Some examples of activities you can think of that
you ALREADY do?

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Object examples

• Abstract, advertisement, annotated bibliography,
  biography, briefing, brochure, webpage, care
  plan, case study analysis, chart, cognitive map,
  court brief, debate, essay, executive summary,
  mathematical problem, narrative, news story, oral
  report, outline, presentation, review of
  literature, thesis, process analysis,
  simulations, a specific question on a test on a
  specific subject matter. WHAT CAN YOU THINK OF??
• (Walvoord/Anderson 1998).

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The approaches to life and living
whichcharacterize critical thinking include

• concern to become and remain well-informed,
• alertness to opportunities to use critical
  thinking,
• trust in the processes of reasoned inquiry,
• self-confidence in ones own abilities to
  reason,
• open-mindedness regarding divergent world
  views,
• flexibility in considering alternatives and
  opinions
• understanding of the opinions of other people,
• fair-mindedness in appraising reasoning,

• honesty in facing ones own biases, prejudices,
• stereotypes, or egocentric tendencies,
• prudence in suspending, making or altering
• judgments,
• willingness to reconsider and revise views
  where
• honest reflection suggests that change is
  warranted
• http//www.insightassessment.com/pdf_files/whatwh
  y2009.pdf

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Dont reinvent the wheel, just reinvent the way
you look at it!!

• Use what you are already doing in most cases.
• Take for example from real current syllabi.
• ACC 101- Compute the distribution of net
  income/net loss between partners.
• CPT 168-Entire Module 1 is Problem Solving as it
  relates to computer programming.
• PSY 201-Take Maslows hierarchy of needs and
  write essay that reflects how the accomplishment
  of each level would be acheived. (Module 4
  competency component).
• SPC-apply basic reflective thinking procedure as
  it relates to argument.

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Examples cont.

• LOG 110-Solve an inventory problem. Create a
  solution to a scenario or explain cost analysis
  as it relates to marketing, procurement, or
  distribution.
• EVT 110-Design a process chart for the analysis
  of wastewater, the result of contamination by
  bacteria or fungi.

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Construct reporting/object thus

• GOAL
• Student applies principles of critical thinking
  and problem solving.
• Outcome
• Student will be able to __action verb_____
  _something_______. (what does your course
  competency say they will be able to do?)
• OBJECT
• How do you show that the student achieved this?
• Design your rubric

See your handouts for verbiage that is specific
to Critical Thinking
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Student Service areas can utilize

• Direct measures such as during counseling or
  tutoring.
• Indirect measures by employers, trainers, tutors
  etc.
• Surveys completed by students regarding processes
  on campus.
• Scenarios with weighted question responses
  produced in a survey submission style.

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Writing outcomes

• How do you fix an unclear outcome?
• Many program brochures include learning outcomes
  which are unclear or represent elements of
  curriculum rather than some action the
  participants will demonstrate.Note the following
  examples
• Participants will understand the nine reasons for
  conducting a needs assessment.
• Participants will develop an appreciation of
  cultural diversity in the workplace.

http//www.aallnet.org/prodev/outcomes.asp
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• If you ask a simple question ("Can it be
  measured?"), you see readily that these learning
  outcomes have shortcomings.They are not
  measurable.The same outcomes can be modified by
  changing the action verbs.
• Participants will list nine reasons for
  conducting a needs assessment.
• Participants will summarize in writing their
  feelings about cultural diversity in the
  workplace.
• Learners now have a much better idea of what is
  expected of them.

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Writing Outcomes for CT-Use of higher ordered
thought processing

• What is the importance of action verbs?
• Since the learner's performance should be
  observable and measurable, the verb chosen for
  each outcome statement should be an action verb
  which results in overt behavior that can be
  observed and measured.

http//www.aallnet.org/prodev/outcomes.asp
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Sample action verbs are

• compile, create, plan, revise, analyze, design,
  select, utilize, apply, demonstrate, prepare,
  use, compute, discuss, explain, predict, assess,
  compare, rate, critique

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• Certain verbs are unclear and subject to
  different interpretations in terms of what action
  they are specifying. Such verbs call for covert
  behavior which cannot be observed or measured.
  These types of verbs should be avoided
• know, become aware of, appreciate, learn,
  understand, become familiar with

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Evaluate each Are these measurable by rubric or
instrument?

• Each of these can be answered by asking Is the
  objective clear?
• How is this defined?
• Are there actions verbs present in the
  evaluation?
• Are these functions application/synthesis of
  learned material or recall, basic, or
  memorization such as definitions
• Are they based upon a logically supported
  position with factual support of their ideas or
  argument?

• Student read poem
• Student knows process
• Learner understands
• http//www.youtube.com/watch?vteMlv3ripSM

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Checklist of the process

• Evaluate the results from your activity.
• Were they what you expected?

• What do you see
• as the potential cause for
• these results?
• What can you do
• next time in this
• course to improve
• the outcome related to the cause?

Do you have enough data to be certain this
is sustainable/ repeatable/ Or Accurate?
Yes
NO
NO
Re-evaluate
Implement Changes
YES
Data
New activity/ different look
????
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• You have to know WHAT the problem is in order to
  improve or correct it!!

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What if they do it very well?

• You look at the results and they ARE able to
  critically think well in the ONE area.
• Then move on to another area or tool to look at
  this outcome in another way to see how that is
  going.
• REMEMEBER
• This is annually at a minimum, semester by
  semester if the same course is taught each
  semester.
• This is ongoing
• This is for improvement in student learning
• Keep it simple and narrow in WHAT you are
  measuring
• Be specific in the CRITERIA
• A good tool/rubric removes ambiguity
• Use these SAME activities and measures for QEP
  requirement AND Student Learning Outcomes-NO NEED
  TO DUPLICATE!

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Modify the rubric for your use by using BEST
outcome (4) first. Use action verbs.
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Summary Template Website

• http//www.yorktech.com/qep/