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From Learning Goals to Assessment Plans
University of Wisconsin Parkside January 20, 2012
Susan HatfieldWinona State University
1. Assessment starts with student learning
outcomes
Why are intended learning outcomes important?
• Provide direction for all instructional activity
• Inform students about the intentions of the faculty
• Form the basis of assessment
l Huba, M – Iowa State AAHE/HLC Nov. 2002
What do you want students to know, do, or achieve
√ At the end of the program√ Extend and contextualize the
Institutional Outcomes / General Education
√ Related to goals and outcomes specified by professional organizations
PRACTICAL ADVICE:
The more complex the outcome, the harder it will be to assess
Student Learning Outcomes
• Students should be able to critically comprehend, interpret, and evaluate written, visual, and aural material.
Student Learning Outcomes
• Students will recognize, analyze, and interpret human experience in terms of personal, intellectual, and social contexts.
PRACTICAL ADVICE:
• Format for learning outcomes:
Students will be able to<<action verb>>
<<something>>
PRACTICAL ADVICE:
• Use whatever language on which you can agree.
Student Learning Outcomes
• Learner Centered• Specific• Action oriented• Cognitively appropriate for the
course or the program level
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSIS
SYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparate
SummarizeTest
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
Lower division courseoutcomes
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSIS
SYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparate
SummarizeTest
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
Upper divisionCourse / Program
outcomes
Outcomes can overlap
OutcomeOutcome
OutcomeOutcome
OutcomeOutcome OutcomeOutcome
OutcomeOutcome
OutcomeOutcome
Program D
2. Define the Outcomes
Components
• Define student learning outcomes• Provide a common language for
describing student learning• Must be outcome specific• Must be shared across faculty • Number of components will vary by
outcome
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Component
Communication
Relate Speak Listen ParticipateWrite
Components
Communication
SpeakRelate Listen ParticipateWrite
Eulogydelivery
content
organization
Components
Communication
SpeakRelate Listen ParticipateWrite
Lab reportmechanics
style
organization
PRACTICAL ADVICE:
• If you can’t identify components for your outcomes, you need to rethink your outcomes.
The Reality of Assessing Student Learning
Outcomes
Why you need common components
volume
poise
conclusion
Speaking
teacher5
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
transitions
verbal variety
attention getter
teacher4 teacher2 teacher1 teacher3
volume
poise
conclusion
eye contact
style
appearance
gestures
rate
evidence
sources
examples
organization
transitions
verbal variety
attention getter
Can our students deliver an effective Public Speech?
Common Mistakes in writing student learning
outcomes
Common Learning Outcome Mistakes
Too many
Learning Outcomes
• NOT a compilation of your course level student learning outcomes
• NOT intended to represent everything that your students learn in the program
Common Learning Outcome Mistakes
Too many
Inappropriate cognitive Level
Student Learning Outcomes
• Students will be able to define 200 medical terms.
Common Learning Outcome Mistakes
Too many
Inappropriate cognitive Level
Too many action verbs
Student Learning Outcomes
• Students will be able to identify, define, and evaluate……
PRACTICAL ADVICE:
If you have multiple action verbs, you might be able to use the highest order verb from the list.
Common Learning Outcome Mistakes
Too many
Inappropriate cognitive Level
Too many action verbs
Including components in the outcomes
Example #1Gather factual information and apply it to a given
problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected
BETTER: Students will be able to apply factual information to a problem COMPONENTS:
RelevanceClarity
Comprehensiveness Aware of Bias
Example #2Formulate and test hypotheses by performing laboratory,
simulation, or field experiments in at least two of the natural science disciplines (one of these experimental components should develop, in greater depth, students’ laboratory experience in the collection of data, its statistical and graphical analysis, and an appreciation of its sources of error and uncertainty)
BETTER: Students will be able to test hypotheses.COMPONENTS
Data collectionStatistical AnalysisGraphical AnalysisIdentification of sources of error
3. Map the outcomes tothe curriculum
1xx
K
K
K
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1
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
1xx
K
K
K
7
1
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
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K
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Capstone
S
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K
K
K
7
1
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
1xx
K
K
K
7
1
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
1xx
K
K
K
7
1
2
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
1xx
K
K
K
7
1
2
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
1xx
K
K
K
7
1
2
3
4
5
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
1xx
K
K
K
7
1
2
3
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
option cluster
4. Identify the assessment points in your curriculum
Assessment Points
Assessment is NOTassessing every student
on every outcomein every class
by every faculty member
every semester
1xx
K
K
K
7
1
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
3xx
S
S
A
S
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A
4xx
S
A
S
S
Capstone
S
S
1xx
K
K
K
7
1
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Program LevelStudent Learning
Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
K
2xx
A
A
A
A
2xx
A
2xx
A
A
A
A
K
3xx
A
A
K
A
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A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
S
S
Capstone
S
S
S
1xx
K
K
K
7
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Program LevelStudent Learning
Outcomes 1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
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S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
Build a curriculum
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
K
K
K
7
1
2
3
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Program LevelStudent Learning
Outcomes 1xx
S
K
K
K
2xx
A
A
2xx
A
2xx
A
A
K
K
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A
K
K
K
3xx
A
A
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S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
Diagnose Learning
Analyze Curriculum
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
K
K
K
7
1
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Program LevelStudent Learning
Outcomes 1xx
S
K
K
K
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A
A
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A
2xx
A
A
K
K
3xx
A
K
K
K
3xx
A
A
3xx
S
S
A
S
S
A
4xx
S
A
S
S
Capstone
S
S
Diagnose Learning
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
Prerequisite Courses
Capstone
Prerequisite Courses
1 2 3 4 5 6
7 8 9 10 11 12
Prerequisite Courses
1 2 3 4 5 6
7 8 9 10 11 12
Prerequisite Courses
5. Develop your plan
l
Components
Learning Object
Assessment Method
Outcome
Coursework
Target
Spring 2012
Summer 2012
Fall 2012
Spring 2013
Summer 2013
After That
