Agenda Peer Assessment Roundtables – Student Learning

Agenda Peer Assessment Roundtables – Student Learning 10:00 - 10:10 – Welcome and Explain Process 10:10 - 10:30 – Full Group: Coaching Assessment – SLOs 10:30 – 10:50 –Roundtable Discussion 1: Student Learning Outcomes 10:50 – 11:00 - Full Group: Coaching Assessment - Curriculum Mapping 10:50 – 11:10 – Roundtable Discussion 2: Curriculum Mapping 11:10 – 11:30 – Roundtable Discussion 3: Example Outcomes: Findings and Changes 11:30 – 11:50 – Roundtable Discussion 4: Assessment Process 11:50 – 12:00 – Wrap Up

Peer Assessment Roundtables Coaching Assessment Avoiding Garbage In/Garbage Out: Student Learning Outcomes Curriculum Mapping

Fundamental Assumption: Assessing student learning at the program level starts with well written student learning outcomes.

Fundamental TIP: There’s nowhere for a program to go if they are starting with poorly written student learning outcomes

AssessingFundamental Structure of SLO What the student will √ Know √ Do ….at the end of the course or program

Fundamental TIP:The more complex the outcome, the harder it will be to assess

Format for learning outcomes: Students will be able to <<action verb>> <<something>>

Fundamental TIP:Use whatever language on which the program can agree

Fundamental TIP:….but stay away from multiple <action verbs> and multiple <somethings>

Students will be able to <action verb>, <action verb>, and <action verb>, <something>, <something else>, and <another thing>.

COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Su rize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe ProducePropose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Lower level course outcomes

COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe ProducePropose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Advanced Course / Program outcomes

Fundamental TIP:If the outcomes have multiple action verbs, use the highest order verb

Student Learning Outcomes • Students will be able to select, describe, and interpret…..

Components – Grading Criteria • What are you looking for in student work to be able to tell if they “get it”

Example #1 Gather 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 apply factual information to a problem COMPONENTS- Grading Criteria: Relevance Clarity Comprehensiveness Aware of Bias

Example #2 Imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which can give alternative meanings or solutions to given situations or problems BETTER: Students will provide alternative solutions to situations or problems COMPONENTS - Grading Criteria: Variety of assumptions, perspectives, interpretations Analysis of comparative advantage

Fundmental TIP:The curriculum should support the learning outcomes

Student Learning Outcomes Capstone 1xx 1xx 2xx 3xx 3xx 2xx 2xx 3xx 4xx X X X X 1 X X X X 2 X X X 3 X 4 X 5 X X X X X X 6 X X X X 7

Student Learning Outcomes Capstone 1xx 1xx 2xx 3xx 3xx 2xx 2xx 3xx 4xx S A A A A 1 K K A S 2 K K K 3 K 4 S 5 K A S K K A 6 S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

Student Learning Outcomes Capstone 1xx 1xx 2xx 3xx 3xx 2xx 2xx 3xx 4xx S S A A A 1 K K A A A 2 Build a curriculum A S K 3 K S K K 4 S S K A 5 K A S K K K 6 S S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

Student Learning Outcomes Capstone 1xx 1xx 2xx 3xx 3xx 2xx 2xx 3xx 4xx Analyze Curriculum S S A A A 1 K K A A A 2 A S K 3 K Diagnose Learning S K K 4 S S K A 5 K A S K K K 6 S S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

Student Learning Outcomes Capstone 1xx 1xx 2xx 3xx 3xx 2xx 2xx 3xx 4xx S S A A A 1 K K A A A 2 A S K 3 K Diagnose Learning S K K 4 S S K A 5 K A S K K K 6 S S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

Fundamental TIP:It is important to share the map with adjunct faculty and students

Fundamental TIP:Use the curriculum map to identify assessment points

Peer Assessment RoundtablesCoaching AssessmentAvoiding Garbage In/Garbage Out : Student Learning Outcomes Curriculum Mapping Collecting Assessment Information Sharing and Acting on Results

Agenda Peer Assessment Roundtables – Student Learning 10:00 - 10:10 - Welcome and Explain Process 10:10 - 10:20 - Full Group Coaching - Collecting Assess. Information 10:20 - 11:00 - Roundtable Discussion 1: Collecting Assess. Information 11:00 - 11:05 - Full Group Coaching - Faculty Motivation/Collaboration 11:05 - 11:15 - Roundtable Discussion 2: Faculty Motivation/Collaboration 11:15 - 11:25 – Full Group Coaching - Sharing, Acting on Results 11:25 - 11:50 - Roundtable Discussion 3: Sharing, Acting on Results 11:50 – 12:00 - Wrap Up

Peer Assessment RoundtablesCoaching AssessmentAvoiding Garbage In/Garbage Out : • Student Learning Outcomes 1=Goals • Curriculum Mapping • Collecting Assessment 2=Information • Sharing and 3=Acting on Assessment Results

Collecting Assessment Information “The end of assessment is action.”

Direct and Indirect Measures Direct: • Ratings by their field supervisors • Licensure or certification exams • Capstone experiences • Other work scored using a rubric • Portfolios • Scores on tests • Electronic class discussion threads • Feedback from computer-simulated tasks

Indirect: • Course grades • Retention and graduation rates • Admission rates into graduate programs • Post grad activity of alum • Placement rates of graduates • Alumni perceptions • Student feedback • Course student rating forms • Student, alumni, and employer satisfaction

Using Samples of Student Work for Assessment Advantages: • Information is already available • No student motivation problems • No direct cost • Reflects what faculty actually teach

Using Samples of Student Work for Assessment Disadvantages: • Evidence not comparable across institutions • Information is in multiple parts and formats • Quite a bit of work • Common standards/rubrics/training needed

Rubrics • Task description • Scale • Dimensions of the assignment • Descriptions of performance levels

Benefits of Rubrics • Timely feedback • Detailed feedback • Critical thinking • Communication • Teaching skills • Level playing field

Faith and Christ-Centered Learning How do you collect data on your student faith-growth learning outcomes?

Peer Assessment RoundtablesCoaching AssessmentAvoiding Garbage In/Garbage Out : • Student Learning Outcomes 1=Goals • Curriculum Mapping • Collecting Assessment 2=Information • Faculty Motivation/Collaboration • Sharing and 3=Acting on Assessment Results

Why Aren’t Grades Enough? • Relativity • Attendance-Participation • Extra Credit • Consistency • Curriculum

Tangible Actions To Promote Faculty Participation In Assessment • Faculty Meetings • Syllabi • Performance Expectations • Scholarship

Agenda Peer Assessment Roundtables – Student Learning