Writing Learning Outcomes & Assessment

1. Writing Learning Outcomes & Assessment DIL Workshop #2 June 2012 Modified from Zald, Anne. (2009) Assessment Cycle Question #1:Student Learning Outcomes. ACRL/IIL Assessment Immersion

2. Session Outcomes • Analyze and revise draft DIL outcome statements using the “outcome formula” and “outcome rubric” in order to become proficient with this foundational step in the student learning assessment cycle. • Draft analyze and revise learning outcome statements for your instructional scenario using the “outcome formula” and “outcome rubric” in order to explicitly articulate observable student learning outcomes that you will assess.

3. Assessment Cycle: Instruction Design Outcome #1 What do you want the student to be able to do? Curriculum #2 What do they need to know in order to do this well? Criteria for Evaluation #5 How will the student know they have done well? Instruction Program Vision / Mission / Goals Instructor Values / Philosophy Course learning goals Assessment #4 How will students demonstrate their learning? Pedagogy #3 What activity will facilitate the learning?

4. #1 What do you want the student to be able to do? • Student identifies, consults and evaluates reference books appropriate to the topic in order to locate statistical tables and information on related issues. Outcome

5. #2 What does the student need to know? • LC call number ranges for topics • Reference books shelved separately/location of collection • Role of reference books • Organization of reference books • Ways to view a purpose statement and what a reference book can tell you about itself • Criteria for examining a reference book Curriculum

6. #3 What is the learning activity? lecture active learning groups hands-on worksheet demonstration problem-based etc. Pedagogy

7. #4 How will the student demonstrate the learning? • Student will include a paragraph that describes the scope of the book they used, how it is organized and why it was a good choice for their topic. Assessment

8. #5 How will I know the student has done this well? • Books cited are reference books • Description of the book includes at least 3 factors that describe the scope of the work • Organizational pattern for the book is accurately stated • Student states a minimum of 4 reasons why the book was a good choice for their topic. One may be opinion and 3 must be from the evaluative criteria list developed in class (or justified to be included in a list such as the one developed.) Criteria

9. The Outcome “Formula”Classroom & Program Outcome Statements

10. Search a database using boolean logic and flexible vocabulary in order to retrieve articles that are on-target and topic-relevant Develop topic-relevant vocabulary in order to search databases with maximum flexibility and effectiveness Use a thesaurus or controlled vocabulary list in order to select topic relevant vocabulary Construct a search statement using topic-relevant and controlled vocabulary in order to search databases with maximum effectiveness

11. Criteria for Good Learning Outcome Statements • Measurable / “Judgable” • Clear to the Student, Faculty, and Librarian • Integrated, Developmental, Transferable • Use ACRL Standards as a basis, not an end Matches the level of instruction (course, 50 minute session, program…) “In order to” gets to the uniqueness of the learning • Reasonably the same scale (both sides of IOT) • Uses a variety of levels of Blooms Taxonomy

12. Challenges observed in pre-assignments • Too much detail in the outcome statement • generalize from tasks to transferrable skills which the tasks will demonstrate • The outcome statement is all-inclusive • Unstated outcome • Assessment for scenario addresses a particular skill which was not clearly articulated as a learning outcome • Verb phrase and Why statement do not match • Can the verb be observed?

13. Example: all inclusive outcome • Conduct library instruction sessions for all English 101 sections beginning in Fall 2008 to introduce the concepts of information literacy to the student population in order that they will improve their ability in writing research papers in all classes which require them, experience greater academic success, will be more likely to persist in completing degrees, will view the library as an environment as helpful in meeting academic needs, and will experience the mission of the College providing education to all who may profit from it.

14. EXERCISE 1 In your project team look at the draft DIL outcome provided and analyze it using the checks & balances on the outcomes worksheet as well as the outcome checklist (10-15 min) In larger group each group reports their revision of the outcomes and discusses changes (10 min)

15. EXERCISE 2 • In your project team: • Look at draft DIL outcomes and choose one that fits the instructional need you’ve identified as a priority (or create one if not listed) • Use worksheet and rubric to revise your outcome

16. Reflection & Application • What will you apply from this session to your instructional scenario? • What was most helpful in this session? • What is still unclear about writing outcomes for student learning for the classroom?