Connecting Student Learning Outcomes to Teaching, Assessment, Curriculum

1. Connecting Student Learning Outcomes to Teaching, Assessment, Curriculum Shirley Ching, Judy Donnelly, Masako Kanai-Pak, Judeen Schulte, Fionca Tse, Cynthia Wu June 21 and 22, 2007

2. Workshop Outcomes • Apply ability-based outcome principles to specific programs and clinical areas • Complete a process of designing outcomes for institutions, programs, and courses • Explore how outcomes could be reflected in courses or assessments

3. MISSION EXPECTED OUTCOMES STUDENT LEARNING INSTITUTIONAL/ PROGRAM ASSESSMENT INSTITUTION PROGRAM COURSE TEACHING ASSESSMENT EDUCATIONALPRINCIPLES

4. Outcomes • A set of statements that describe what a student will be able to do with what he or she knows as a result of a set of learning experiences. Alverno College Faculty (1994). Student Assessment-as-Learning at Alverno College. Milwaukee, WI: Alverno Institute. • The general statements that refer to characteristics graduates must acquire by the end of the program. Billings, D. M. & Halstead, J. A. (1998). Teaching in nursing: A guide for faculty. Philadelphia: W. B. Saunders Company (p. 182).

5. Behavioral Objectives as related to Outcomes There is a distinct difference between behavioral objectivesandoutcomesfrom a pedagogical aspect. Faculty take the responsibility for shaping the learning environment so students can meet stated behavioral objectives. Billings, D. M. & Halstead, J. A. (1998). Teaching in nursing: A guide for faculty. Philadelphia: W. B. Saunders Company (p. 148).

6. Behavioral Objectives as related to Outcomes, continued An outcome orientation suggests that the learning process is dynamic not static, that students and faculty share the responsibility for learning, that the faculty role changes from a person who imparts knowledge to one who facilitates learning, and that the faculty and students have the ability for shaping the learning environment to best fit individual needs and learning styles. Billings, D. M. & Halstead, J. A. (1998). Teaching in nursing: A guide for faculty. Philadelphia: W. B. Saunders Company (p. 148)

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

8. Sources of Outcomes Rethinking and Implementing Outcome Clarification,” Marlene J. Evans, Georgine Loacker, Ernest G. Palola, New Directions for Experiential Learning, 12, 1981.

9. FOR LEARNER INSTITUTIONAL OUTCOMES PROGRAM OR MAJOR OUTCOMES COURSE OUTCOMES ASSESSMENT OUTCOMES Course Criteria Institutional Criteria Program or Major Criteria Assessment Criteria Behaviors as Evidence MOST GENERIC MOST SPECIFIC CONTINUUM OF INCREASING SPECIFICATION OF ABILITY IN CONTEXT

10. Gain autonomy and independence (C & C T; LL) Able to make appropriate judgment on independent nursing interventions (decision-making) (C & C T, CA) Work together with other health care team members, including patients and families (C & C T; GO; NSR; EL) Effective communication/ good negotiation skills/conflict management within team; language (BTL; EL, CA, LL) Advocacy for patients and families (NSR, EL, CA) [Developing] Be aware of organizational systems and how to use it well (NSR, EL) Sense of social and national responsibility (NSR) Attain a global and transcultural perspective; cultural sensitivity to patients and their health care needs (GO, CA, BTL, LL) Commitment to developing self and professional upgrading (LL, GO, EL) Subject knowledge Ethical and moral and sensitive to patients (CA, NSR) All roundedness (ALL) Critical and Creative Thinking (C & C T) National and social responsibility (NSR) Lifelong learning (LL) Global outlook (GO) Cultural appreciation (CA) Entrepreneurship and leadership (EL) Bi-Literacy and trilingual literacy (BTL) Toward outcomes: What will the student look like when she has completed the program? (abilities, knowledge)

11. Hong Kong Poly Attributes Critical and Creative Thinking (C & C T) National and social responsibility (NSR) Lifelong learning (LL) Global outlook (GO) Cultural appreciation (CA) Entrepreneurship and leadership (EL) Bi-Literacy and trilingual literacy (BTL) ? ADD Communication/ Interaction? All roundedness (ALL) CRITICAL AND CREATIVE THINKING Gain autonomy and independence (C & C T; LL) Able to make appropriate judgment on independent nursing interventions (decision-making) (C & C T, CA) Work together with other health care team members, including patients and families (C & C T; GO; NSR; EL) NATIONAL AND SOCIAL RESPONSIBILITY Advocacy for patients and families (NSR, EL, CA) [Developing] Be aware of organizational systems and how to use it well (NSR, EL) Sense of social and national responsibility (NSR) LIFELONG LEARNING Commitment to developing self and professional upgrading (LL, GO, EL) GLOBAL OUTLOOK Attain a global and transcultural perspective; cultural sensitivity to patients and their health care needs (GO, CA, BTL, LL) CULTURAL APPRECIATION Ethical and moral and sensitive to patients (CA, NSR) BI-LITERACY AND TRILINGUAL LITERACY Effective communication/ good negotiation skills/conflict management within team; language (BTL; EL, CA, LL) Subject knowledge Institutional & Program Alignment

12. Course: Community Health Nursing – third year: Toward Outcomes • Content/abilities • Integrate principles and practices of primary health care to the practice of CHN • Recognize the presence of cultural health practices in community care • Examine the availability of social health resources for various nursing interventions • Differentiate health promotion strategies for healthy and at-risk aggregates • Justify health care needs for providing appropriate health interventions in individual, family, and community level • Utilize theories of health education and community strategies for public health education • Evaluate effectiveness of various communication models • Relate issues of global health concerns and problems • Identifying critical factors affecting local and global health care system, settings and development

13. Criteria for outcome statements • Is the outcome multidimensional? • Is the outcome something students can use in personal and/or professional situations in life? • Is the outcome appropriate to the mission/ aims of your institution or program? • Does the outcome embody potential levels of development?

14. Ability as Outcome: Descriptors of Global Outlook [GO] (Cultural Appreciation, C & CT) • Tell difference about PHC in different countries and different regions of countries • Recognize that different regions have different resources available, depending on political, social, economic, geographic elements and level of development • Appreciate the needs of people in different countries and across (cultural) communities, generations, faiths, gender, physical condition, sexual preference • Not ethnocentric or nationalistic • Recognizes own beliefs about superiority of country • Aware of own assumptions so can understand what others think • Apply meanings of Global Outlook to achieve something

15. Ability as Outcome: Global Outlook [GO] (for ALL students (Institutional Criteria) [1-2 yr, Beginning; 2-3 yr, Intermediate, Developing; 3-4 (Graduate, Advanced) • Tell difference about PHC in different countries and different regions of countries [Nursing] • Recognize issues of local and global health concerns and problems • Recognize that different regions have different resources available, depending on political, social, economic, geographic elements and level of development of region [ALL] [Beginning] - Identify critical factors affecting local and GHC system, settings and development • Appreciate the needs of people in different countries and across (cultural) communities, generations, faiths, gender, physical condition, sexual preference [ALL] [Intermediate] • Recognize issues of local and global health concerns and problems • Recognizes ethnocentrism or nationalism and how it affects relationships with others [ALL] [Beginning] • Recognizes and identifies own beliefs about superiority of country [ALL] - Identify critical factors affecting local and GHC system, settings and development • Aware of own assumptions and values so can understand what others think [ALL] [Intermediate] - Identify critical factors affecting local and GHC system, settings and development • Apply meanings of Global Outlook to achieve something [ALL] [Advanced] • Use relevant evidence to identify critical factors affecting local and GHC system, settings and development

16. Criteria for outcome statements • Is the outcome multidimensional? • Is the outcome something students can use in personal and/or professional situations in life? • Is the outcome appropriate to the mission / aims of your institution or program? • Does the outcome embody potential levels of development?

17. Course: Community Health Nursing – 3rd year:Course Outcome: Use relevant evidence to identify critical factors affecting local and global health care system, settings and development • Content/abilities • Integrate principles and practices of primary health care to the practice of CHN • Recognize the presence of cultural health practices in community care • Examine the availability of social health resources for various nursing interventions • Differentiate health promotion strategies for healthy and at-risk aggregates • Justify health care needs for providing appropriate health interventions in individual, family, and community level • Utilize theories of health education and communication strategies for public health education • Evaluate effectiveness of various community participation models • Relate issues of global health concerns and problems • Identifying critical factors affecting local and global health care system, settings and development

18. Revised Course Outcome that integrates ability and Global Outlook Attribute • Use relevant evidence to identify critical factors affecting local and global health care system, settings and development

19. Framework for DesigningPerformance Assessments • Identify expected outcome(s) • Generate list of generic criteria • Design performance assessment instrument or process • Determine who will judge performance • Determine feedback process • Evaluate assessment instrument or process

20. Operational Definition of Student Assessment-as-Learning • Student Assessment-as-Learning: A process in operation at Alverno College, integral to learning, that involves observation and judgment of each student’s performance on the basis of explicit criteria, with resulting feedback to the student. It serves to confirm student achievement and provides feedback to the student for the improvement of learning and to the instructor for the improvement of teaching.

21. OUTCOME (ABILITY INTEGRATED WITH KNOWLEDGE) Alverno Student Assessment-as-Learning Design and Implementation Process Performance Instrument or Process (Stimulus/Context) Components (or General Criteria) Judgment by Assessors (Including Self) Specific Criteria Student Performance Feedback Evaluation Alverno College Faculty (1994). Student Assessment-as-Learning at Alverno College. Milwaukee, WI: Alverno Institute.

22. Ability as Outcome: Global Outlook (for ALL students (Institutional Criteria) [1-2 yr, Beginning; 2-3 yr, Intermediate, Developing; 3-4 (Graduate, Advanced) • Tell difference about PHC in different countries and different regions of countries [Nursing] • Recognize issues of local and global health concerns and problems • Recognize that different regions have different resources available, depending on political, social, economic, geographic elements and level of development of region [ALL] [Beginning] - Identify critical factors affecting local and GHC system, settings and development • Appreciate the needs of people in different countries and across (cultural) communities, generations, faiths, gender, physical condition, sexual preference [ALL] [Intermediate] • Recognize issues of local and global health concerns and problems • Recognizes ethnocentrism or nationalism and how it affects relationships with others [ALL] [Beginning] • Recognizes and identifies own beliefs about superiority of country [ALL] - Identify critical factors affecting local and GHC system, settings and development • Aware of own assumptions and values so can understand what others think [ALL] [Intermediate] - Identify critical factors affecting local and GHC system, settings and development • Apply meanings of Global Outlook to achieve something [ALL] [Advanced] • Use relevant evidence to identify critical factors affecting local and GHC system, settings and development

23. Description of Student: Level, Course, Previous Experience in Developing the Ability / Outcome: • Level: Third Year student • Course: Community Health Nursing • Previous Experience: Beginning, intermediate learning re: Global Outlook Attribute

24. Course Outcome: Use relevant evidence to identify critical factors affecting local and GHC system, settings and development Relevant Content/Experiences of Course: Input re: • Role of health promotion • Speakers on primary care • Articles related to current health concerns, e.g., cancer, obesity

25. Performance Assessment Stimulus / Instrument / Process (Based on Student Context and Experience with Abilities: Input Mode; Response Mode; Student Role; Directions) Project: Plan, execute, and evaluate a health promotion event Course input: Role of health promotion; speakers on primary care; articles related to current health concerns, e.g., cancer, obesity Input: Oral, written, aural, visual Response: • Group work (interaction) • Mentor to help with plan (interaction) • Written paper • Oral Presentation Student Role: Member of student group and bigger team, student community nutrition educator

26. Performance Assessment Directions Written and oral directions to develop these Products and facilitate processes • Group work with small group and then with mentors from institution • Written report of planning, execution, evaluation plus self assessment (next time would keep ___ and change ___) • Poster regarding content and also publicity • Presentation to publics – school, employers, alums

27. Specific Criteria Related to Performance • Speaking criteria • Elements to include in developing criteria for assessment of posters • Aesthetic presentation • Accurate information • Documentation of sources, etc.

28. Self Assessment • Self Assessmentis the ability of a student to observe, analyze, and judge her performance on the basis of criteria and determine how she can improve it. The process of self-observation leading to self-judgment leading to self-correction is a multi-dimensional process. • Alverno College Faculty, 1994

29. Self Assessment Process • Evaluate process and products and write about things would do would keep and change the next time asked to do similar performances

30. Assessment and Feedback to Students • Train alums on criteria and ask that they function as external assessors to provide written and/or oral feedback, based on criteria (as substitute for instructor feedback; faculty determines how assessment contributes toward course grade and course success) • Discuss criteria with students and ask that they pair up to provide feedback (may be written or oral)