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PREPARING OUTCOMES ASSESSMENTS OF STUDENTS’ LEARNING IN THEIR ACADEMIC PROGRAMS

This sponsored program by the Office of the President, Office of the Provost, Office of Strategic Planning, and Teaching, Learning, and Technology Center focuses on developing assessment plans for academic programs and integrating assessment into the planning process.

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PREPARING OUTCOMES ASSESSMENTS OF STUDENTS’ LEARNING IN THEIR ACADEMIC PROGRAMS

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  1. PREPARING OUTCOMES ASSESSMENTS OF STUDENTS’ LEARNING IN THEIR ACADEMIC PROGRAMS Sponsored by Office of the President Office of the Provost Office of Strategic Planning Teaching, Learning, and Technology Center

  2. OUTCOMES ASSESSMENTS OF STUDENTS’ LEARNING Two boys are walking down the street. The first boy says, “I’ve been really busy this summer. I’ve been teaching my dog to talk.” His friend responds, “Wow! I can’t wait to have a conversation with your dog.” The first boy shakes his head. “I said I’ve been teaching him. I didn’t say he learned anything.” M.J. Allen Assessing Academic Programs in Higher Education

  3. OUTCOMES ASSESSMENTS OF STUDENTS’ LEARNING PURPOSES • To develop program specific assessment plans for academic programs. • To integrate program assessment into the ongoing, annual planning and assessment reporting process.

  4. PROVOST WILLIAM MARCY Significance of Academic Program Assessment

  5. Presentation Overview • Program-level outcomes and assessment • Key concepts related to outcomes and assessment • Course-level outcomes and assessment (reflected in a syllabus) • Questions and Discussion

  6. Learning Outcomes and Assessment • Texas Tech University is striving to incorporate expected learning outcomes and methods for assessing those learning outcomes into the courses and degree programs offered at the institution

  7. Program-Level Learning Outcomes and Assessment • The term “program-level” refers to learning outcomes and assessment methods related to a degree program • Program-level assessment investigates what the students are learning in their degree programs • Program-level learning outcomes and assessment are reflected in the Strategic Plan

  8. Program Purpose • The first step in writing and assessing program-level learning outcomes is determining the purpose of the degree program • It is important to engage faculty in this (and all subsequent) steps in the process

  9. Program Purpose Questions to ask to help determine the course purpose include: • What role does this program play in the department or college? • What is unique or special about this academic area/degree program? • What will the students “do” with their degrees?

  10. Expected Learning Outcomes Once the program’s purpose has been established, specific learning outcomes can be developed A program-level expected learning outcome is a formal statement of what the program’s faculty expects students to learn in a particular degree program

  11. Expected Learning Outcomes Expected learning outcomes define: • What faculty expect students to know at the end of the degree program AND • What faculty expect students to be able to do at the end of the degree program

  12. Possible Example for aHistory Degree Program Recipients of degrees in this program will be able to: • Identify and describe the significant people, events, ideas and developments in history

  13. Program-level Assessment • Once the learning outcomes for a degree have been established, a variety of methods are used to assess if the students’ learning matches those expected outcomes.

  14. Assessing Expected Learning Outcomes Assessment of Expected Learning Outcomes can be defined as the process of investigating: • what students are learning and • how well they’re learning it.

  15. Assessment Plans • Departments should develop assessment plans that outline how and when they will be investigating how well both the current students and students who have graduated have learned/mastered the program-level learning outcomes

  16. How to Assess Program-Level Learning Outcomes Methods to Assess Current Students’ Learning • Capstone courses • Review of senior projects • Focus groups • Students’ performance on comprehensive exams

  17. How to Assess Program-level Learning Outcomes Methods to Assess Graduated Students’ Learning • Graduate follow-up surveys • Performance on licensure exams • Job placement data • Exit interview/surveys

  18. Course-Level Learning Outcomes and Assessment • The term “course-level” refers to outcomes and assessments methods related to courses that are offered at Texas Tech • Course-level learning outcomes and assessment methods are reflected in the course syllabus

  19. Course-Level Learning Outcomes and Assessment • The Teaching, Learning, and Technology Center (TLTC) has developed some resources to assist faculty with creating expected learning outcomes statements and assessment methods

  20. Questions and Discussion

  21. What issues do you expect to encounter as you work to develop program assessment plans?

  22. One question to anticipate:Who uses the program assessment reports? Two questions to answer the above: • Who is responsible for the quality of the department’s academic programs? • Who receives the reports when they are submitted?

  23. This morning’s task: • To examine selected drafts of assessment plans • To develop program purpose statements • To identify expected outcomes

  24. TEAM (table) WORK • Focus first on the purpose statement for the degree program • Then develop statements of expected outcomes • Work with others at your tables • Reeve, McCourt, and Paton are facilitators (if needed)

  25. Morning SessionWrap-up QUESTIONS AND DISCUSSIONS LUNCH!

  26. TEAM WORK CONTINUES Afternoon tasks: • Assessment Audit Worksheet (brainstorming) • Identifying methods of assessment for each learning outcome

  27. Late afternoon wrap-up Strategies for developing assessment plans: • Engage the faculty • Begin with discussions at first faculty meetings of the year • Use committees to draft materials and share with all faculty • Use available resources (TLTC and Office of Strategic Planning – see websites) • Create a timeline to meet the December 15 deadline

  28. Late afternoon wrap-up Strategic Planning and Program Assessment • Two related but different processes • SP – usually long term goals with benchmarks, objectives and strategies – addresses all aspects of department • PA – continuous (incremental) program improvement based on performance against expected outcomes • Integration of the planning and reporting – one common reporting process and one cycle

  29. Late afternoon wrap-up FUTURE WORKSHOPS September 21-22 – Dr. Doug Eder, Director of Undergraduate Assessment and Program Review, SIU-E. November 11 – Assessment Workshop – Preparing for submission of Assessment Plans

  30. THANK YOU!

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