An Outcomes-based Assessment Model for General Education

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An Outcomes-based Assessment Model for General
Education

• Amy Driscoll
• WASC EDUCATIONAL SEMINAR
• February 1, 2008

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Definitions

• Assessment is the process of gathering
  information/data on student learning.
• General education generally describes basic or
  foundational knowledge/skills and attitudes that
  all undergraduates are required to have for
  graduation.

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PossibilitiesPurpose/Definition

• The purpose of assessment is to improve
  learning (Angelo, 2000)
• Assessment is a dynamic pedagogy that extends,
  expands, enhances, and strengthens learning
  (Driscoll, 2001)

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Thinking about Assessment

• Does assessment flow from the institutions
  mission and reflect the educational values?
• Does assessment address questions that people
  really care about?
• Does assessment help faculty fulfill their
  responsibilities to students, to the public?
• Does assessment of general education describe
  students readiness for other curriculum?

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Aligning Mission with Goals for General Education

• Our central mission is to develop life-long
  learning skills, impart societys cultural
  heritage, and educate and prepare for both the
  professions and advanced study.
• Goals life-long learning skills
• cultural heritage

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Aligning Institutional Values With Goals for
General Education

• ESU has a commitment to academic and personal
  integrity.
• GOALS Academic Integrity
• Personal Integrity

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Aligning Institutional Vision with Goals of
General Education

• to enhance recognition of the value of higher
  education
• to enhance the intellectual, social, cultural,
  and economic qualities of urban life
• Goals Valuing Higher Education
• Urban Citizenship

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Assessment Protocols for Learning-centered
Assessment
OUTCOMES
GOAL
Evidence
Criteria
Standards a) Exemplary Achievement b)
Satisfactory Achievement c) Unsatisfactory
Achievement
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Goals

• Broad descriptions
• Categories of learning outcomes
• End toward which efforts are directed

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Examples of Goals

• Critical Thinking
• Citizenship in a Democracy (Grad. School of
  Education)
• Team work and Collaboration (School of Community
  Health
• Ethics

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Student Learning Outcomes

• Refer to Results in Terms of Specific Student
  Learning, Development, and Performance (Braskamp
  and Braskamp, 1997)
• Answer the Question What Do We Expect of Our
  Students? (CSU Report 1989)
• Describe Actual Skills, Understandings,
  Behaviors, Attitudes, Values Expected of Students

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Examples of Outcomes

• Math Use arithmetical, algebraic, geometric and
  statistical methods to solve problems.
• Ethics Identify and analyze real world ethical
  problems or dilemmas and identify those affected
  by the dilemma.
• Culture and Equity Analyze and describe the
  concepts of power relations, equity, and social
  justice and find examples of each concept in the
  U.S. society and other societies.
• Team work Listens to, acknowledges, and builds
  on the ideas of others.

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Evidence

• Student Work that Demonstrates Achievement of
  Outcomes (Assignments, Projects, Presentations,
  Papers, Responses to Questions, Etc.)
• Designed for appropriate level of learning
  expectations (outcomes)
• Opportunity for Different Ways of Demonstrating
  Learning

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Examples of Evidence

• Teamwork
• Role play or case study
• Project or problem solving assignment
• Math
• Mathematical and statistical projects and papers
• Ethics
• A written account
• A multi-media presentation or display board
• An audio tape

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Criteria

• Qualities Desired in Student Work (Evidence)
• Represent Powerful Professional
• Judgment of Faculty
• Guide Student Learning Efforts
• Promote Lifelong Learning
• Support Faculty in Making Objective Evaluations

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Examples of Criteria

• Math
• Accuracy
• Complexity
• Clarity and Coherence
• Ethics
• Complexity (broad, multifaceted, interconnected)
• Conscious Awareness
• Culture and Equity
• Range of Cultures
• Reflectivity and Integration
• Teamwork
• Respect
• Flexibility

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Standards

• Describe Different Levels of Criteria
• Describe Specific Indications of Criteria
• Promote Understanding of Criteria
• Support Faculty in Making Objective Evaluations

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Examples of Standards

• Math (Accuracy)
• Satisfactory Contains few errors and those
  errors do not significantly
• undermine the quality of the work.
• Considers and uses data, models, tools or
  processes that
• reasonably and effectively address issues or
  problems.
• Unsatisfactory One or more errors that
  significantly undermine the quality
• of the work.
• Uses data, models, tools or processes in
  inappropriate or
• ineffective ways.
• Ethics (Complexity)
• Standard for Excellent Consistently views
  sophisticated and significant dilemmas and
  issues with a broad focus and from multiple
  perspectives.
• Standard for Satisfactory Usually views
  sophisticated and significant dilemmas and
  issues with a broad focus, but may sometimes use
  a more narrow focus and may use fewer
  perspectives.
• Standard for Unsatisfactory Mainly views issues
  and dilemmas in simple terms and usually does so
  with a limited focus and minimal perspectives.

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Assessment Protocols
OUTCOMES
GOAL
Evidence
Criteria
Standards a) Exemplary Achievement b)
Satisfactory Achievement c) Unsatisfactory
Achievement
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Assessment Sample

• Educational Goal
• -Personal integrity
• Outcomes
• -Students articulate an individual code of
  ethics and apply it to personal decisions of
  integrity
• -Student describe and assume personal
  responsibility in collaborative endeavors, and
  respect and support the responsibilities of
  others

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Personal Integrity

• Evidence
• -Written code with discussion of two different
  life decisions based on the
  code
• -Multimedia presentation
• -Letter of application for professional position
• -Dramatization of ethical issues
• Criteria
• -Reflection
• -Multiple perspectives

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Personal Integrity

• Standards
• -Excellence in Reflection Consistently raises
  questions, checks assumptions, connects with
  previous experiences, acknowledges biases and
  values and engages in self-assessment
• -Excellence in Multiple Perspectives Examines
  thinking and experiences of others, considers
  those affected by decisions, and considers
  diverse courses of action

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Assessing Student Learning Course, Program and
Institutional Levels

1. Preparation Determine purpose(s) and definition
   of assessment Examine mission and values

7. Revise outcomes and criteria, Improve pedagogy
and curriculum for learner success
2. Design assessment Articulate goals, Develop
clear outcomes, evidence, criteria, and standards
6. Review and analyze student evidence
5. Collect evidence of student achievement
3. Alignment of curriculum and pedagogy with
learning outcomes
4. Make outcomes, evidence, criteria, and
standards public and visible (syllabi,
programs, brochures)
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Step 3 Aligning Curriculum and Pedagogy with
Learning Outcomes

• Outcomes and Criteria as Planning Focus
• Faculty Alignment Grids
• Learner Grids

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Step 4 Making Learning Outcomes ---

• Public and Visible
• Relevant and Meaningful
• Motivating and Supportive of Learning

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Step 5 Collect Evidence of Student Achievement

• Collect representative samples
• (3 Exemplary, 3 Satisfactory, 3
• Unsatisfactory)

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Step 5 Review and Analyze Evidence

• Read holistically to determine whether outcomes
  are achieved (reliability).
• Several readings to identify examples of criteria
  (validity).
• Final reading for insights about pedagogy, class
  structure and environment, and learning supports.

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Step 6 Process Results Improving Learning

• Documentation of student achievement of outcomes
• Identification of curricular gaps/foci and
  pedagogical weaknesses/strengths
• Clarification of outcomes, criteria standards
• Redesign of evidence

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Expanding Assessment of General Education

• Graduate exit surveys
• Alumnae surveys
• Employer surveys

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SUMMARY

• Outcomes-based assessment for general
  education can provide a foundation for
  integrating institutional goals in the major
  programs of study. The assessment protocols
  provide a foundation for students to become
  successful learners. Faculty who collaborate to
  develop general education assessment protocols
  become more intentional with their teaching and
  learning plans.