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Learning Outcomes Assessment: An Overview of the Process at Texas State

Beth WuestDirector, Academic Development and Assessment

Lisa GarzaDirector, University Planning and Assessment

February 25, 2009

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Workshop Goals

Participants will learn about: The value of student learning outcomes assessment Procedures for the outcomes assessment process at Texas State How to identify and describe the program mission, outcomes,

methods of assessment, results, action plans, and evidence of improvement

How to use tools for reporting outcomes assessment (demo)

Value of Student Learning Outcomes Assessment

“Just as diagnosis without treatment is not very helpful to a sick patient, assessment without analysis and action can do little for an institution.”

-- Braskamp, 1989

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We have always assessed student learning outcomes.

What is different about this process is that we are looking for evidence of whether our students are learning what we want them to learn as an element of program assessment and improvement.

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In higher education, the term assessment traditionally has two components: gathering information in a prescribed manner

(i.e., measurement) and interpreting that information to make

decisions about policy, curriculum, instruction, or assessment practices (i.e., evaluation).

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Linkages to Other University Assessment

Academic Program Review College and University strategic planning Program and University accreditations

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Why are Student Learning Outcomes So Important?

basis for program improvement instruction, course design, curricular design

communicate instructional intent increase awareness of learning (for students) common language advising materials promotional materials support accreditation

SACS Standard 3.3.1 The institution identifies expected outcomes,

assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas:

   3.3.1.1 Educational programs, to include student learning outcomes      3.3.1.2 Administrative support services      3.3.1.3 Educational support services      3.3.1.4 Research within its educational mission, if appropriate      3.3.1.5 Community/public service within its educational mission,

if appropriate

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Procedures for Outcomes Assessment Process at Texas State

Focus on Student Learning Faculty driven process

Input regarding outcomes by facultyAssessment by facultyDiscussion of results and actions that need to

be taken by facultyAdjustments in program delivery by faculty

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Procedures for Outcomes Assessment

Includes description of mission, outcomes, methods of assessment, results, action plans, and evidence of improvement

Submitted electronically Approved by chairs and deans Formally reviewed by associate deans Conducted on annual basis (academic year)

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Timeline for Outcomes Assessment

In the fall of each academic year all academic programs revise and submit

their program mission statement, 5 to 8 learning outcomes, and two methods of assessment for each outcome

In the spring of each academic year all academic programs submit their results,

action plans, and evidence of improvement

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Identifying and Describing Outcomes Assessment Mission Student learning outcomes Methods of assessment Results Action Plans Evidence of Improvement

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mission

Convey the specific intent of the program Define the core purpose of the program

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student learning outcomes Describe specific behaviors that a student of the

program should demonstrate upon completion of the program

Focus on the intended abilities, knowledge, values, and attitudes of the student

Include measureable development of cognitive, psychomotor and affective skills pertinent to the program

Provide insight for program improvement

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methods provide an objective, effective, efficient, and controllable

means of verifying the achievement of student outcomes predominately focus on direct assessments indicate who will be assessed; how you will assess each of

your outcomes; when and where you will assess each outcome; what specific learning will be assessed; and the target you expect to achieve

provide multiple (at least two) ways to assess each outcome

results

Reflect upon and discuss findings from corresponding method

Based on reliable and valid data collection Indicate level of achievement of

performance target Provide indicators for improvement More than reporting grades

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action plans

Based on reported findings/results Are feasible Should lead to continuous improvement in

student learning Enhance effectiveness of the program Provide for efficient use of resources

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evidence of improvement

Founded in the results Focus on improvement in student learning

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Using Tools for Reporting Outcomes Assessment Website for Outcomes Assessment

On-line InstructionsData entryApprovalsReports

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Re-Cap of Process

Step 1: Define program mission

Step 2: Define program goals

Step 3: Define student learning outcomes

Step 4: Inventory existing and needed assessment methods

Step 5: Identify assessment methods for each learning outcome

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Step 6: Deliver program

Step 7: Gather data as indicated in methods

Step 8: Draft results

Step 9: Discuss possible action plans

Step 10: Note areas of improvement in student learning

Closing the LoopIdentify/Revise

Outcomes

Select/ReviseMethods ofAssessment

Develop/ReviseCurriculum and

Instruction

AssessStudent Learning

results & evidenceof improvement

Create &ImplementAction Plan

Define/ReviseMission & Goals

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Challenges and Pitfalls

one size does not fit all — some methods work well for one program but not others

do not try to do the perfect assessment all at once — take a continuous improvement approach

allow for ongoing feedback and discussion concentrate on learning that is most important and where

you have control

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questions and comments

Resources

Academic Outcomes Assessmenthttps://virtualwebapp.cr.txstate.edu/

academicoutcomes/default.aspx Administrative Outcomes Assessment

https://virtualwebapp.cr.txstate.edu/administrativeoutcomes/

Presentations http://www.upa.txstate.edu/Presentations.html

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Contacts

Beth Wuest, DirectorAcademic Development and Assessment150 J.C. Kellam 245-2112

Lisa Garza, DirectorUniversity Planning and Assessment1084 J.C. Kellam 245-2780

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