1 / 25

Navigating the Process of Student Learning Outcomes: Development, Evaluation, and Improvement

Navigating the Process of Student Learning Outcomes: Development, Evaluation, and Improvement. Shannon M. Sexton, Julia M. Williams, & Timothy Chow Rose- Hulman Institute of Technology. Introduction & Workshop Goals. Introduction Goals

yachi
Download Presentation

Navigating the Process of Student Learning Outcomes: Development, Evaluation, and Improvement

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Navigating the Process of Student Learning Outcomes: Development, Evaluation, and Improvement Shannon M. Sexton, Julia M. Williams, & Timothy Chow Rose-Hulman Institute of Technology

  2. Introduction & Workshop Goals • Introduction • Goals • Discuss the process of developing institute student learning outcomes as well as common difficulties. • Assist participants in developing their own learning outcomes • Discuss evidence that can be used to evaluate student learning outcomes achievement. • Assist participants in identifying articles of evidence for their learning outcomes. • Discuss using an e-portfolio as a means of collecting and rating evidence. • Allow participants to rate sample evidence using a sample rating rubric. • Discuss how to use the rating results to close the loop and improve student learning. RHIT/IRPA - NASPA 2009

  3. Group Activity #1 • Define Teamwork • Include characteristics of teamwork • Include traits of those characteristics • Time allotted 10 minutes RHIT/IRPA - NASPA 2009

  4. About Rose-Hulman • Terre Haute, Indiana • 1800+ undergraduate students • B.S. degrees in engineering, science, and mathematics • 80%+ engineering students • Accredited through ABET and North Central RHIT/IRPA - NASPA 2009

  5. CASO • Commission on the Assessment of Student Outcomes • Faculty committee with 1 representative from each academic department • Regular meetings throughout the academic year • Tasked with developing Institute-wide student learning outcomes and a way to measure them RHIT/IRPA - NASPA 2009

  6. Historic Timeline • 1996 – 1998 • 1999 – 2000 • 2001 – 2006 • 2007 – present RHIT/IRPA - NASPA 2009

  7. Removing the Jargon • Domains = Categories of skills • Learning Outcomes = Definition of the skills students should have • Performance Criteria = Characteristics of the learning outcome • Rubrics = Use of a scale to identify traits in a document RHIT/IRPA - NASPA 2009

  8. Domains and Performance Criteria 8 RHIT/IRPA - NASPA 2009

  9. Developing Outcomes • Importance of preliminary research • Teams of faculty developers • Developing in steps & gaining institute buy-in • Importance of measurability RHIT/IRPA - NASPA 2009

  10. Writing Outcomes – Activity #2 • Revise your teamwork definition into a student learning outcome with rubrics • Time allotted 15-20 minutes RHIT/IRPA - NASPA 2009

  11. Take a Break 10 minutes to stretch your legs RHIT/IRPA - NASPA 2009

  12. Evidence of Outcomes • Choosing appropriate evidence • New vs. Current • Importance of Rubric • Collecting evidence • How to physically collect & store evidence • Course Mapping • Tracking where submissions are coming from • Accountability RHIT/IRPA - NASPA 2009

  13. Criterion Description and Rubric 13 • Teamwork B1: Demonstrate how you reached a decision as a team. Primary Traits: A passing submission for this criterion must: 1. Describe the team goal.2. Provide a description of a specific team decision and describe the following: - the process of making the decision - how multiple team members contributed to the outcome - how team members’ ideas were critically evaluated3. Show that the ultimate outcome was consistent with the team’s decision-making process.Potential documents: Documents appropriate for this criterion include (but are not limited to): Memo or reflective statement on team process from a lab group design team, debate team, service project. Additional information: RHIT/IRPA - NASPA 2009

  14. Course Mapping 14 Course mapping RHIT/IRPA - NASPA 2009

  15. Identifying Evidence – Activity #3 15 • Where do you already have existing assignments that could be used as articles of evidence for the Teamwork outcome? • Group Brainstorming Activity RHIT/IRPA - NASPA 2009

  16. Domains and Performance Criteria 16 C-Level Criteria B-Level Criteria A-Level Criteria RHIT/IRPA - NASPA 2009

  17. Collecting Evidence • Use of an E-portfolio system • Faculty input • Student input • Assessment staff input RHIT/IRPA - NASPA 2009

  18. Rating Evidence • Rating preparation • Administrative side of rating • Paying faculty volunteers, tech support, number of volunteers, etc. • Process of rating days RHIT/IRPA - NASPA 2009

  19. Portfolio Rating Methodology • Evaluation rubric, A, B, C • Inter-rater reliability: initial, subsequent • Document rating: Pass/Fail/Exemplary • Wholistic rating, NOT grading RHIT/IRPA - NASPA 2009

  20. RHIT/IRPA - NASPA 2009

  21. RHIT/IRPA - NASPA 2009

  22. Rating Documents – Activity #4 • Rate 2-3 teamwork documents using the provided rubric. • 15 - 20 minutes RHIT/IRPA - NASPA 2009

  23. Using Rating Results • Identifying constituents • How to communicate results to institute • What to do with the results RHIT/IRPA - NASPA 2009

  24. Example Result RHIT/IRPA - NASPA 2009

  25. Please contact us for more information after the conference. RHIT/IRPA - NASPA 2009

More Related