Your SlideShare is downloading. ×
Student Learning Outcomes are KEY to Assessment
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Student Learning Outcomes are KEY to Assessment

1,318
views

Published on

Published in: Education

0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,318
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
50
Comments
0
Likes
2
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Transcript

    • 1. Susan M. Campbell, Ed.D. University of Southern Maine
    • 2. “ Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way.” -Peter Ewell
    • 3. A Little Recap: Assessment Cultivates Internal Motivation Peggy Maki, Assessing for Learning
      • Culture of Curiosity
      • Culture of Learning
      • Culture of Evidence
    • 4. The Assessment Cycle Peggy Maki, Assessing for Learning Interpret Evidence Gather Evidence Identify Outcomes Implement Change Mission/Purposes Educational Objectives
    • 5. A LITTLE RECAP: The Council for the Advancement of Standards in Higher Education
      • 35 Professional Organizations
      • Set Standards for Advising and Other Areas
      • Mission
      • Student Learning Outcomes
      • Leadership
      • Organization and Mgt
      • Human Resources
      • Financial Resources
      • Facilities, Technology, and Equipment
      • Legal Responsibilities
      • Diversity
      • Ethics
      • Assessment and Evaluation
    • 6. CAS Mission
      • Promulgate standards and guidelines for practice and preparation
      • Promote assessment in educational practice
      • Promote the use of standards in practice
      • Promote quality assurance within higher education
    • 7. Desirable Student Learning and Development Outcomes
    • 8. A Little Recap: NACADA Concept Statement on Academic Advising
      • Is essential to fulfilling the teaching and learning mission of higher education.
      • Is a series of intentional interactions .
      • Has a curriculum, a pedagogy , and a set of student learning outcomes .
    • 9. It’s All About Learning
      • Understanding what, how and when students learn through academic advising.
      • Because we are curious….
    • 10. The MAKI Mantra: Curiosity about Learning
      • We ought to be curious about what and how students are learning those things we expect them to learn.
        • Presumes a focus on student learning
        • Presumes academic advising and academic advisors play important roles in student learning
        • Suggests an expectation that students will be “different” from having experienced academic advising—these expectations are identified in SLOs
    • 11. Student Learning Outcomes (SLOs)
      • Link the Academic Advising to the Central Mission of the University
      • SLOs Add Purpose and Focus to Academic Advising Programs and the Actions of Individual Academic Advisors
      • SLOs Guide “How” We Define and Enact Our Roles
    • 12. SLOs -- the WHY of Academic Advising
      • Why is there an academic advising program at your college or university?
      • Why do academic advisors engage students in the activities they do?
      • WHY Addresses the Purpose of Academic Advising
    • 13. SLOs -- the WHAT of Academic Advising
      • Programmatically – What does the academic advising program need to do to support all student learning ? What are the priorities for student learning?
      • Individually – What do I need to do to help all students and this student achieve the generalized learning as well as the individual learning constructed through academic advising?
      • WHAT provides focus for academic advising
    • 14. SLOs Guide How We Define and Enact Our Roles
      • Define Our Roles as Educators and Facilitators of Learning
        • Learning is Individual and Developmental
        • Indicates a Knowledge Base that Extends Beyond Information toward Conceptual Understanding
          • Student Learning and Development
          • Career Development
          • Others
      • Challenge Us to Professionalize the Profession
    • 15. SO….Student Learning
      • Is at the HEART of Academic Advising – it is the core of our business!
      • What do you expect students to be able to
              • Do
              • Know
              • Value and Appreciate
      • as a result of participating in academic advising?
    • 16. Cognitive Elements
      • What do we want students to KNOW as a result of participating in academic advising?
      • Know general education requirements
      • Know about academic support services
      • Know how to use the student information system to register
      • Know how to use the catalog
    • 17. Cognitive Domain
      • Knowledge: who, what, when, where, define, recognize
      • Application: apply, classify, solve, choose, use
      • Evaluation: judge
      • Synthesis: predict, construct, produce, write, design, devise, solve, improve
      • Analysis: identify motives, draw conclusions, support, determine evidence
    • 18. Moving Forward
      • What do you want your students to KNOW as a result of participating in academic advising?
      • Identify Three Things
    • 19. Skills and Psychomotor Elements
      • What do we want students to Be Able To Do
      • as a result of participating in academic advising?
      • Be able to generate their degree audit
      • Be able to make and keep appointments
      • Be able to ask for help
      • Be able to access course descriptions and degree requirements using the online catalog
    • 20. Psychomotor Domain
      • Operates
      • Demonstrates
      • Creates
      • Performs
      • Assembles
      • Composes
      • Builds
      • Manipulates
    • 21. Moving Forward
      • What do you want your students to BE ABLE TO DO as a result of participating in academic advising?
      • Identify Three Things
    • 22. Affective Elements
      • What do we want students to Value and Appreciate
      • as a result of participating in academic advising?
      • Value and Appreciate general education
      • Value and Appreciate the advising relationship
      • Value and Appreciate the process of learning
    • 23. Affective Domain
      • Worth attached to a particular object, phenomenon, behavior
      • Belief in…
      • Appreciates role of…
      • Shows concern for…
      • Explains, justifies, proposes, initiates, shares, differentiates…
    • 24. Moving Forward
      • What do you want your students to VALUE as a result of participating in academic advising?
      • Identify Three Things
    • 25. Moving Forward Collectively
      • What do you want your students to Know, Do, and Value as a result of participating in academic advising?
      • Small Groups
      • Identify “Most Important” Outcomes (the Vital Few)
      • How do these Vital Few Relate to the Areas Identified in the CAS Standards?
    • 26. What’s Next?
      • Mapping Across the Student Experience
      • Identifying Opportunities to Learn (the “How”)
      • Setting Levels of Achievement (Benchmarks for Success)
      • Gathering Evidence (Measurement)
      • Using the Evidence for Improvements
      • Begin the Cycle Again!
      • P.S. Identifying Student Outcomes can also be a first step toward mission and goal development!