Professional Documents
Culture Documents
Michelle A. Saint-Germain,
Campus Assessment Coordinator
&
Lisa Maxfield,
GE Coordinator
I. OVERVIEW OF ASSESSMENT
This workshop will provide you with an overview of the basic steps in assessment of
student learning outcomes at the course level, including:
1--setting objectives
2--collecting student learning data
3--analyzing the data
4--revising
V. REVISING
The workshop will help you to close the loop of assessment by showing how student
learning outcome data and its analysis can feed back into revisions of course objectives,
course content, and teaching and learning methods.
What is Assessment?
Student Learning Outcome Assessment at the course level is a continuous
process of setting course objectives, collecting data, judging the data, and revising.
1. Student learning outcome assessment begins with specifying the objectives
for student learning for the course. What should the student outcomes
be? What do you want students to have attained by the end of the
course? At what level of quality and quantity?
2. The next step is to specify what the student will be expected to master by the
end of the course. How will the student demonstrate that the desired
learning outcomes have been attained? How will this evidence be
collected by the instructor?
3. Then provisions are made for judging the evidence submitted by the students.
What are the levels of performance required for passing/failing? What is
the basis for the assignment of grades?
4. Finally, plans are made for revisions that will improve student outcomes in the
next instructional cycle. How can more students reach acceptable
outcomes?
What Is Revising?
At the end of the course, the instructor reviews the course outcomes, including
both student work and student feedback about the course. The instructor may decide
to make revisions to the course objectives; teaching methods; student assignments;
judgement of student work; or to other facets of the course. These revisions are then
incorporated into the next iteration of the course, and the process begins again.
II. STUDENT LEARNING OUTCOMES
Other examples:
To develop hypotheses that can plausibly explain data from various natural
environments in terms of modern evolutionary theory.
To list in chronological order all the monarchs of England since the year 1000
Comments:
Third Draft: Given a novel piece of contemporary social commentary, students will be
able to:
1. Identify the point of view that characterizes the piece, and
2. Write an essay from 3 to 5 pages in length that
a. Critiques the piece of commentary from the philosophical perspectives
of Henry Adams, Ralph Waldo Emerson, Henry David Thoreau,
and Thorsten Veblen, and
b. Identifies at least one work by each of these four authors in which the
author articulates a point of view similar to that expressed in the
contemporary social commentary provided.
Comments:
Exercise 2: Write a Learning Outcome For Your Course
1. Identify the central idea of a student learning outcome for your course and write it
here as an objective. Be sure to state your objective as an outcome (not a process).
2. Identify the evidence of student learning which will be the concrete, specific
expression of the outcome. What evidence will you accept?
3. Check your statement in Step 2 for duplication, vague or ephemeral language, and
non-observable student work. Re-write the statement if necessary here.
4. Write complete sentences for each of the student assignments identified above in
steps 2 and/or 3. Make sure you have specific and concrete language.
5. Check to see if your outcome is completely described. Refer back to step 1. Are
there any missing student assignments or evidence of learning that need to be
included?
6. Do you wish to change your original objective as stated in Step 1? You can re-write
it here.
Congratulations! You have just written a learning outcome objective for your course.
III. COLLECTING DATA
In order to judge the data you must make your criteria explicit, through the use of
a scoring key (or rubric). The purpose of developing a scoring key is so that students
know what is expected of them. Ideally, other knowledgeable faculty in your field
should be able to take your scoring key and the students products and arrive at the
same judgement that you yourself would make.
SCORING KEY
To support these efforts, the Division of Academic Affairs has awarded funding
to each college for assessment activities. Examples of activities funded in the past
include travel to assessment conferences, holding workshops on campus, engaging the
services of an assessment consultant, developing a course, program, or departmental
assessment plan, and acquiring assessment materials, or other assessment-related
activities suggested by faculty or staff.