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Workshop for Student Affairs Writing SLOs

This workshop will provide strategies for writing effective Student Learning Outcomes (SLOs) in the field of Student Affairs. It will cover the definition of assessment, the importance of assessing student learning, and the planning process for effective assessment.

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Workshop for Student Affairs Writing SLOs

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  1. Workshop for Student AffairsWriting SLOs March 2016

  2. Definition of Assessment Assessment: any effort to gather, analyze, and interpret evidence which describes institutional, departmental, divisional, or agency effectiveness.

  3. Why do we Assess? http://studentaffairs.iupui.edu/about/assessment/index.shtml

  4. Planning Effective Assessment 1. Engaging Stakeholders 2. Establishing Purpose 3. Designing a thoughtful approach to assessment planning 4. Creating a written plan 5. Timing assessment Banta, T. W., & Palomba, C. A., (2015). Assessment Essentials. San Francisco: Jossey-Bass. http://sa.uncg.edu/assessment/

  5. Definitions Objectives (a.k.a – “goals” or “domains”) i. Broad, general statements of [1] what the program wants students to be able to do and to know or [2] what the program will do to ensure what students will be able to do and to know. Bresciani, M.J., Zelna, C.L., & Anderson, J. A. (2004). Assessing Student Learning and Development. NASPA. Outcomes: Outcomes are specific statements derived from goals; they help clarify and define the meaning of the goal. http://sa.uncg.edu/assessment/wp-content/uploads/Assessment-Terminology_New.pdf

  6. Types of Outcomes Learning outcomes:articulate the measurable expected results of an instructional activity or program effort. Outcomes are not knowing, thinking and understanding, but rather a demonstration of knowing, thinking or understanding. Outcomes describe measurable behaviors achieved using active verbs such as: arrange, define, explain, calculate, design, synthesize, evaluate, etc. http://www.bgsu.edu/student-affairs/strategic-planning-and-assessment.html

  7. Type of Outcomes Program/Operational/Business outcomes: describe those elements of a program or activity that can be counted such as: research dollars per faculty, number of students served, level of satisfaction, number of advisees, number and type of appointments with students, etc. http://www.bgsu.edu/student-affairs/strategic-planning-and-assessment.html

  8. Pop Quiz • Pick Learning vs Operational Outcome • Outcome #1 – Through participation in a high ropes course facilitator training, student will be able to demonstrate the steps they need to take to ensure safety on the course • Outcome #2 – Through transferring their intake and exit paperwork to iPads, the Counseling Center will be able to save time and money spent on paper/supplies

  9. Measuring Outcomes – Direct Methods • Direct Methods - any process employed to gather data that requires students to display their knowledge, behavior, or thought processes • http://sa.uncg.edu/assessment/wp-content/uploads/Assessment-Terminology_New.pdf • Assessment methods such as “quiz” type survey, rubric, document analysis, observation, portfolio, visual methods, one-minute assessment, and/or case study • http://www.studentaffairs.umd.edu/sites/studentaffairs.umd.edu/files/selecting_a_method.pdf

  10. Measuring Outcomes – Indirect Methods • Indirect Methods - any process employed to gather data that asks students to reflect upon their knowledge, behaviors, or thought processes http://sa.uncg.edu/assessment/wp-content/uploads/Assessment-Terminology_New.pdf • Assessment method: Surveys

  11. Formative evaluation/assessment • Formative assessment or evaluation is done during a program or service to provide information useful in improving learning or teaching while it is still occurring. An assessment which is used for improvement (individual or program level) rather than for making final decisions or for accountability (Worthen, B.R., Sanders, J.R., & Fitzpatrick, J.L., 1997). • Examples of formative assessment include conferences, observations, review of work or proposed goals, strategic plans; they don't generate formal grades. • http://www.pdx.edu/sites/www.pdx.edu.studentaffairs/files/PSUStudentAffairsTerminology.pdf

  12. Summative assessment or evaluation Summative assessmentor evaluation is conducted at the end of a program, service, or experience to make determinations of quality, worth, and meeting targeted outcomes. An example is a final grade or project at the end of a course. http://www.pdx.edu/sites/www.pdx.edu.studentaffairs/files/PSUStudentAffairsTerminology.pdf

  13. Qualitative/Quantitative Qualitative: Qualitative assessment methodology involves “asking participants broad, general questions, collecting he detailed views of the participants in the form of wordsor images, and analyzing the information for descriptions and themes” (Creswell, J., 2007,p. 645). Quantitative: Quantitative assessment method “uses structured, predetermined response options that can be summarized into meaningful numbers and analyzed statistically” (Suskie, L.,2004, p. 106).

  14. DIVISION OF STUDENT AFFAIRS LEARNING DOMAINS AND DEFINITIONS: DIVISION OF STUDENT AFFAIRS LEARNING DOMAINS, DIMENSIONS AND STUDENT LEARNING OUTCOMES: 1. Core Communication Skills  [Definition:] The ability of students to communicate effectively through verbal, written and electronic methods. Use information, process resources and technology to express and interpret that communication. 2. Critical Thinking  [Definition:]  The ability of students to engage in reflective, critical thinking that informs and refines behaviors when applying concepts from in and out of the classroom experiences in their intellectual, professional, personal, and community interactions. 3. Understanding Society and Culture  [Definition:] The ability of students to identify and understand the bias and beliefs of themselves, their community, and others, through interaction, self-discovery, and through active participation in cultural traditions. 4. Intrapersonal Development, Ethics, and Values [Definition:]  The ability of students to be aware of their emotions, behaviors, ethics, values, and motivations, to analyze their strengths and weaknesses, and to take responsibility for their decisions and actions, and how to tend to their own wellness. 5. Interpersonal Development  [Definition:]  The ability of students to navigate social and organizational systems such that they acknowledge and respect the values of others in their interactions while creating conditions of mutual benefit. 6. Civic Engagement and Community Development [Definition:] The ability of students to demonstrate an understanding of and commitment to social justice and apply theories to advocate and collaborate for safe, healthy, equitable, and thriving communities.  

  15. SA Student Learning Outcomes (SLOS) See Handout Dimensions – sub headings

  16. Easy Way To Writing a Measurable Goals Time frame: At the end of the study skills session… Population: participants will be able to … Action Verb: identify … Result: three strategies to boost their reading comprehension.

  17. Worksheet for Student Learning Outcome Now Let’s Get to Work

  18. Which Assessment to Use? • Existing Data • Survey • Rubric • Focus Groups or Interviews • Portfolio • Observations • Document Analysis • One-Minute Assessment • Visual Methods • Case Study Look At Method Ideas Handout • http://www.studentaffairs.umd.edu/sites/studentaffairs.umd.edu/files/selecting_a_method.pdf

  19. Ethics/Legal • Assessment projects must be designed, and data must be collected and managed in a way that assures that the greatest variety of demographic diversities, life experiences/identities, and multiple perspectives are included. • Participants must be informed that their participation is voluntary, about foreseeable risks of harm, and about the degree of confidentiality of their responses. • Data must be kept and maintained in a way that prevents loss, unauthorized access or divulgence of confidential information. http://www.nyu.edu/content/dam/nyu/studentAffairs/documents/Research%20and%20Assessment/C-%5Cfakepath%5CAssessmenPlan-UConn.pdf

  20. Top 10 Tips for Ethnical Assessment 1. Do not force or coerce respondents into taking assessments 2. Protect anonymity or confidentiality of respondents 3. Create a safe environment in providing data 4. Deliver on any promises you make 5. Provide appropriate incentives 6. Be true to the data; report what is there, not what you want to hear/report 7. Protect access to raw data; restrict it to those who only need it 8. Share data results with all who could benefit 9. Credit contributors and authors 10. Go through IRB approval when necessary PaperClip Communications, 2013

  21. Worksheet for Selecting A Method Now Let’s Get to Work on assessment

  22. Assessing our Process Write down three things about each What made Sense? What could we do Better?

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