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Evidence of Success: Assessing Student Learning Outcomes in International Education. Dr. Darla K. Deardorff Association of International Education Administrators Duke University. Overview. Definitions, Context, Key Questions Framing Assessment: Logic Model
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Evidence of Success:Assessing Student Learning Outcomes in International Education Dr. Darla K. Deardorff Association of International Education Administrators Duke University D.K. Deardorff, Duke University, 2012
Overview • Definitions, Context, Key Questions • Framing Assessment: Logic Model • Framing Global Human Resources Outcomes: Intercultural Competence Framework • Implementing Assessment D.K. Deardorff, Duke University, 2012
Definitions Assessment – information on and for student learning Evaluation – applied research, systematic investigation for program improvement Key: Defined criteria (objectives) D.K. Deardorff, Duke University, 2012
Levels Institution Program/Department Student Inputs (resources), Outputs (numbers), Outcomes at each level D.K. Deardorff, Duke University, 2012
Assessment-International Education Contexts • “At Home” – curriculum, extra-curricular activities, community involvement/impact, domestic/internat’l student interaction, policy, financial/economic, campus climate • Abroad(Cross-border) – involves cross-border delivery of education through exchange, distance and e-learning, branch campuses, partnerships, host community impact D.K. Deardorff, Duke University, 2012
Key Questions What is the evidence of student success in international education? How will students know they have been successful in their learning? How will others know that our students are successful ? D.K. Deardorff, Duke University, 2012
ASSESSMENT APPROACH PROGRAM LOGIC MODEL… …Program “road map:” 1) Where are you going? 2) How will you get there? 3) How will you know when you’ve arrived? D.K. Deardorff, Duke University, 2012
APPROACH Moving beyond OUTPUTS to OUTCOMES What are indicators of success in international education? What are meaningful outcomes (results) of internationalization efforts? D.K. Deardorff, Duke University, 2012
____________________________________________________________________________________________________________________________________________________ INTERNATIONALIZATION at institutions of higher education Inputs/Resources needed for implementation of components of internationalization | Activities/Components of Internationalization (college leadership, faculty involvement, curriculum, study abroad, international students/scholars/faculty, international co-curricular units) | Outputs of Internationalization (i.e., number of international students, number of study abroad programs, number of students studying foreign languages, etc.) | Outcomes of Internationalization Intercultural competence – what is it? How do higher education administrators define it? intercultural experts? How can it be assessed? = Long-Term Impact of Internationalization _______________________________________________________________ General program logic model applied to internationalization. (Deardorff, 2004,) D.K. Deardorff, Duke University, 2012
Program Logic Model - Inputs • WHAT is invested in the program • Inputs include resources such as faculty, staff, money, time, partners D.K. Deardorff, Duke University, 2012
Program Logic Model - Activities What we DO Includes learning opportunities - training, curriculum, education abroad, etc. D.K. Deardorff, Duke University, 2012
Program Logic Model - Outputs WHO participates Includes numbers of international students, % of students studying abroad, number of international courses, etc. D.K. Deardorff, Duke University, 2012
Program Logic Model - OUTCOMES The meaningful RESULTS of what we do Provides the meaning behind the outputs (numbers) D.K. Deardorff, Duke University, 2012
Program Logic Model - Impact What are the long-term RESULTS? Includes decisions, policy changes, impact on conditions (human, economic, civic, etc) D.K. Deardorff, Duke University, 2012
Framing Assessment Inputs Activities Outputs Outcomes Impact D.K. Deardorff, Duke University, 2012
ASSESSING OUTCOMES Starting point (Alignment is key! ): Mission Statement into Goals into Measurable Objectives D.K. Deardorff, Duke University, 2012
Framing Global Human Resources Outcomes Defining intercultural competence…. Knowledge, Skills, Attitudes Internal and External Outcomes (see Deardorff, 2006, 2009 – Deardorff ICC Framework handout) D.K. Deardorff, Duke University, 2012
Example: Global Learning Goal Goal: Develop interculturally competent students Outcome: Students will state 3 different cultural perspectives which can give alternative solutions to the given situation/problem Well defined, specific measurable objectives, aligned and integrated assessment measures D.K. Deardorff, Duke University, 2012
Where to go from here… Articulate and define your goals and outcomes Prioritize the key goals/outcomes Determine methods based on prioritized goals/outcomes EAIE 2009- Deardorff presentation
Assessment Methods • Methods determined by clearly articulated assessment questions Include: • DIRECT METHODS • INDIRECT METHODS = COMBINATION OF QUANTITATIVE AND QUALITATIVE METHODS D.K. Deardorff, Duke University, 2012
DIRECT METHODS=Demonstration of student learning (authentic assessment) • Embedded course assessment • Portfolios • Performance • Testing • Papers/projects • Capstone D.K. Deardorff, Duke University, 2012
INDIRECT METHODS=Perception of student learning • Surveys (inc. self-assessments) • Interviews • Focus groups • Curriculum/transcript analysis • Documented data D.K. Deardorff, Duke University, 2012
Implementing Assessment 1) Assessing Institutional Context & Resources 2) Putting together an Assessment Team 3) Developing an Assessment Plan 4) Garnering Support for the Assessment Plan 5) Implementing the Plan D.K. Deardorff, Duke University, 2012
Assessment Process/Cycle • Define outcomes (based on mission/goals) and establish measurable criteria • Identify appropriate assessment methods • Collect data • Analyze data • Use data – design and apply changes • Communicate data • Evaluate the assessment process D.K. Deardorff, Duke University, 2012
Using Assessment Results • Improving student teaching & learning • Curriculum/program improvement • Inform decision-making • Secure resources • Accountability • Advocacy • Academic legitimacy/faculty support D.K. Deardorff, Duke University, 2012
Assessment – Lessons Learned Collaborate - Put together Assessment Team Adapt - Build on what you have Measure – what is valued (align!) Plan - Develop assessment plan Use – use what you assess Support – from leadership, stakeholders Deardorff, 2008 D.K. Deardorff, Duke University, 2012
Final thought “….assessment efforts should not be concerned about valuing what can be measured but, instead, about measuring that which is valued.” (Banta, et al, 1996) D.K. Deardorff, Duke University, 2012
Thank you…. …. Domo Arigato! D.K. Deardorff, Duke University, 2012
For further information…. Bolin, M. C. (2007). A Guide to Outcomes Assessment in Education Abroad. Forum on Education Abroad. Deardorff, DK (2006) Identification and Assessment of Intercultural Competence in Journal of Studies in International Education (Fall 2006). Deardorff, DK (2007). Principles of International Education Assessment in IIENetworker (Spring 2007). Deardorff, DK (2009). The SAGE Handbook of Intercultural Competence, (Sage). Green, M.F., Luu, D. & Burris, B. (2008). Mapping Internationalization on US Campuses: 2008 Edition. Washington DC: ACE. For additional articles on these topics, please contact Darla K. Deardorff at d.deardorff@duke.edu …. … D.K. Deardorff, Duke University, 2012
