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Assessment of Curriculum Outcomes

Assessment of Curriculum Outcomes. Dale Whittaker Associate Dean and Director of Academic Programs Purdue University May 21, 2008. Motivation: Program and Outcome Relevance Continuous Program Improvement Efficacy and Efficiency of Curriculum Compliance:

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Assessment of Curriculum Outcomes

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  1. Assessment of Curriculum Outcomes Dale Whittaker Associate Dean and Director of Academic Programs Purdue University May 21, 2008

  2. Motivation: • Program and Outcome Relevance • Continuous Program Improvement • Efficacy and Efficiency of Curriculum • Compliance: • University-wide Higher Learning Commission Accreditation 2010 • Individual Program Accreditations (e.g. ABET, SAF, IFT) • 5 year CSREES program reviews The Purdue Experience

  3. Identify Learning Outcomes and Activities • Assess Student Learning Outcomes • Improve Student Learning Three-step Process

  4. Outcomes • What knowledge, skills and beliefs do we want the students to attain as a result of this program? • Artifact: College and Program list of outcomes • Activities • In what activities are students involved to help achieve this learning outcome? • Artifact: Matrix mapping activities to outcomes Step 1: Identify Learning Outcomes and Activities

  5. College Outcomes

  6. Program Outcome Matrix

  7. Matrix – How Program Activities Address College Outcomes

  8. Presentation by Christian Reiner (Center for Instructional Excellence) September 7, 2007 Step 2: Assess Student Learning

  9. I said I taught him. I didn’t say he learned it. I taught Stripe how to whistle. I don’t hear him whistling. It is assessment [that] helps us distinguish between teaching and learning. (Leveque, 1999-2000)

  10. “a set of processes designed to improve, demonstrate, and inquire about student learning.” (Mentkowski, M. qtd. in Palomba & Banta, 1999) Definition

  11. What are you willing to accept as evidence/indicator that students have achieved the learning outcome? • To what degree have students achieved the outcome? • What facilitates/hinders students’ achievement of the learning outcome? Key Questions

  12. Assessment Audit • Methods • direct vs. indirect • single vs. multiple (triangulation) • standardized vs. self-developed HOW to Assess

  13. Purpose: • Determine already existing assessment efforts related to learning outcomes Advantages: • Saves time and other resources • Validates what faculty do • Shows that assessment is nothing new Assessment Audit

  14. Reporting Tool Adapted from Walvoord, 2004

  15. References: • Walvoord, B. E. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco, CA: John Wiley & Sons, Inc.

  16. Rubric is taken/adapted from: ALTEC, the University of Kansas (2000-2007). Rubistar. Retrieved November 14, 2007 from http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=127&section_id=5&.

  17. Rubric is taken/adapted from: ALTEC, the University of Kansas (2000-2007). Rubistar. Retrieved November 14, 2007 from http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=127&section_id=5&.

  18. Rubric is taken/adapted from: ALTEC, the University of Kansas (2000-2007). Rubistar. Retrieved November 14, 2007 from http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=127&section_id=5&.

  19. Rubric is taken/adapted from: ALTEC, the University of Kansas (2000-2007). Rubistar. Retrieved November 14, 2007 from http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=127&section_id=5&.

  20. Rubric is taken/adapted from: ALTEC, the University of Kansas (2000-2007). Rubistar. Retrieved November 14, 2007 from http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=127&section_id=5&.

  21. Reveal standards • Foster self-assessment • Encourage ownership • Students help develop standards • Students help describe criteria • Invite communication • Provide different Insights How Can Rubrics Facilitate Learning? Huba, M. F., and Freed, J. E. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Needham Heights, MA: Allyn & Bacon.

  22. Explain well • Use for Assessment • Refer to often • Encourage Self-Assessment • Facilitate reliable use Tips for Using Rubrics Huba, M. F., and Freed, J. E. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Needham Heights, MA: Allyn & Bacon.

  23. References: • ALTEC, the University of Kansas (2000-2007). Rubistar. Retrieved November 14, 2007 from http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=127&section_id=5&. • Huba, M. F., and Freed, J. E. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Needham Heights, MA: Allyn & Bacon.

  24. 2007-08 – Assess Communications (Outcome 4) • Developed and adopted college-wide rubric • Reporting through Step 2 Purdue Experience

  25. 2008-09 – Report on findings (Step 3) early fall • Expect course and curriculum modifications based on assessment evidence • Implement change and continue assessment • Assess College Outcome – Critical Thinking 2008-09 Academic Year

  26. University Wide Website – Spr 08

  27. http://sharepoint.agriculture.purdue.edu/oap/outcomes Thank you! dwhittak@purdue.edu

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