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Institutional Outcomes and their Implications for Student Learning by John C. Savagian History Department

Institutional Outcomes and their Implications for Student Learning by John C. Savagian History Department. Alverno C O L L E G E. Purpose of this session.

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Institutional Outcomes and their Implications for Student Learning by John C. Savagian History Department

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  1. Institutional Outcomes and their Implications for Student Learning by John C. Savagian History Department Alverno C O L L E G E

  2. Purpose of this session To familiarize faculty and staff at Central Piedmont Community College with Alverno College’s approach to ability based learning, with a particular focus on designing institutional outcomes. To help CPCC faculty and staff connect their institutional outcomes to disciplinary outcomes, and discuss how they relate to classroom assessments of student learning.

  3. In 1973, new curriculum initiated based on eight institutional outcomes or abilities • Graduation requirements based on demonstration of outcomes rather than distribution requirements

  4. EducationGOES BEYONDknowingto being able toDO WHAT ONE KNOWS

  5. Speaking Writing EFFECTIVE COMMUNICATION

  6. Listening Reading EFFECTIVE COMMUNICATION

  7. Media Literacy Quantitative Literacy EFFECTIVE COMMUNICATION

  8. Computer Literacy EFFECTIVE COMMUNICATION

  9. ANALYTICAL CAPABILITY

  10. PROBLEM SOLVING ABILITY

  11. VALUING IN DECISION MAKING CONTEXTS

  12. EFFECTIVE SOCIAL INTERACTION

  13. GLOBAL PERSPECTIVE

  14. EFFECTIVE CITIZENSHIP

  15. AESTHETIC ENGAGEMENT

  16. Abilities that Involve the whole person Are teachable Can be assessed Transfer across settings Are continually re-evaluated and re-defined

  17. An important conceptual decision in our design process: Abilities need to be defined in a way that our teaching of them can be DEVELOPMENTAL

  18. Analysisat Alverno • Level 1 - Show observational skills • Level 2 - Draw reasonable inferences • Level 3 - Perceive and make relationships • Level 4 - Analyze structure and organization • Level 5 - Employ frameworks from major and support disciplines in order to analyze • Level 6 - Independently employ frameworks

  19. Abilities must be carefullyIDENTIFIED andCOMPAREDto whatCONTEMPORARYLIFErequires

  20. Student Assessment-as-Learning A process in operation at Alverno College, integral to learning, that involvesobservationandjudgmentof eachstudent’sperformance on the basis ofexplicit criteria, withself assessmentandresultingfeedbackto the student. It serves to confirm student achievement and provide feedback to the student for the improvement of learning and to the instructor for the improvement of teaching.

  21. Assessment isINTEGRALtoLEARNING

  22. as . sess ( ses’) v.t. [late ME <ML <Lassess (us) ptp. ofassidere (ad + sedere)]to sit down beside e

  23. LEARNING THAT LASTS ASSESSMENT-AS-LEARNING • Active, Independent performance • Integrative • Experiential performance in contexts related to life roles • Self-aware, explicitness of Reflective, • required outcomes Self assessed, • public criteria Self-regarding self assessment cumulative nature • Developmental, Individual expansiveness multiplicity • Interactive, Collaborative feedback • Situated, Transferable externality multiple in mode and context

  24. The effectiveness of assessmentfor everyone involved depends ontheexistence of a total dynamicsystemthat contributes to thecoherenceandcontinuousimprovementof the curriculum

  25. MISSION INSTITUTIONAL/PROGRAM ASSESSMENT EXPECTED OUTCOMES STUDENT LEARNING (INSTITUTION: PROGRAM: COURSE) ASSESSMENT TEACHING EDUCATIONALPRINCIPLES

  26. Mission Educational Principles Learning Assessment Student Development of Abilities Integrated with Content TeachingLearningPractice StudentAssessmentPractice Evaluation Institutional/Program Assessment Academic Administrative Structures Faculty/Staff Development & Responsibilities Curricular Structure

  27. There are Many Roads to Success

  28. But if you don’t know where you are going, any road will take you there.

  29. CPCC 8 Outcomes • Information Technology Literacy • Communication • Interpersonal • Thinking • Intrapersonal

  30. CPCC Outcomes, continued • Value • Quantitative Literacy • Knowledge Application

  31. Functions of Outcomes • Provide direction for Learning • Provide continuity • Assure accountability by making teaching/learning public and explicit • Integrate knowledge, skills, attitudes, dispositions

  32. Educators areRESPONSIBLEfor making learning moreavailablebyARTICULATINGOUTCOMESand making themPUBLIC

  33. Connections to the Disciplines • Outcomes help the student translate experience into learning • Outcomes provide departments with standards to judge college level learning • Outcomes help facilitate efficient, coherent, consistent assessment procedures

  34. Discussion Which Institutional Outcomes are most critical in your discipline? • Identify a central skill that characterizes a practitioner in your discipline. • Phrase the skill in terms of a discipline outcome.

  35. Alverno examples from Chemistry Outcomes l. Communicates effectively using language, concepts, and models of chemistry 2. Uses the methodology of chemistry to define and solve problems individually and collaboratively

  36. Alverno examples from History Outcomes 1. Identifies culturally grounded assumptions that have influenced the perception and behavior of people in the past and identifies those that influence her own perception and behavior. 2. Identifies and critiques the theories, concepts, and assumptions that historians have used to create coherent interpretations of the past.

  37. From Institutional Outcomes to Assessments in Courses

  38. Assessment in a Course Example American History 1600-1900 • Second Year course • Outcomes include: • Practice critical analysis of secondary and primary sources • Expand understanding of historical interpretation and practice making own • Demonstrate integrated communications in a variety of contexts

  39. Assessment in a CourseAmerican History 1600-1900 • Assessment 2 (end of sixth week) Mary Silliman’s war • Practices issue analysis • Engages in decision-making • Develops her global perspective • Engages film as art and instruction

  40. MODES OF PERFORMANCE ASSESSMENT WRITTEN In-Baskets Literary Works Case Studies Analyses Essay Reports ORAL SIMULATED ACTUAL Individual Presentations Group Discussions Interviews Dialogues VISUAL Films/Videos Slide Shows INTEGRATED Projects Conferences

  41. Teaching/Learning Design Process

  42. “Assessment is not about testing. It’s about teaching and learning.” Dr. Roger Farr Professor of Education, Indiana University

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