SCC 2007 Student Learning Outcomes


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A presentation on assessing student learning outcomes from SCC/MLA 2007

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  • This part of the class is a relatively brief overview of student learning outcomes and how to apply them to a library setting. I use a lot of examples from the academic environment, but I think this information is applicable to any library with the librarian as instructor scenario. I don’t know if you have similar backgrounds, but I made it through 2 graduate degrees without any teaching experience of any kind. When I got a job as an education librarian, it was a. what was I thinking and b. how do I do this? There weren’t any classes on teaching in library school, but that’s a big part of being a public services librarian these days. We have mostly on the job training, and it’s hard for us to know if we are putting together useful classes. What we think may be an incredibly important thing to learn, our students may already know or may never use. So, how do we figure out what will make a difference to them? Back before our new culture of assessment, at our library, every time a class was taught, we used to make the students fill out the standard class evaluation form. The instructor collected all the forms, glanced over them, and then filed them away in a drawer never to see the light of day again. Does that sound familiar to anyone else? I mean, you collected the data, sometimes you tweaked the class a little based on the comments, so that told you everything you needed to do? They showed up at the class, so they must have learned something. The point is, when we rely on outputs, we don’t really know what’s going on. An output would be every student taking a PubMed class, but our goal is not really to make every student take a library class. Out goal is to have the outcome of every student being able to successfully search PubMed to find the information he or she needs.
  • SCC 2007 Student Learning Outcomes

    1. 1. Assessing Student Learning Outcomes (Finding Out If They’re Learning What You Really Want Them To)
    2. 2. Why Inputs/Outputs Don’t Work
    3. 4. In a Nutshell. . . <ul><li>Inputs and outputs quantify what resources you have to offer </li></ul><ul><li>Student learning outcomes are the skills or knowledge students acquire </li></ul>
    4. 5. Student Learning Objectives Are <ul><li>Measurable </li></ul><ul><li>Action-oriented </li></ul><ul><li>Aggregated </li></ul><ul><li>What can they DO </li></ul><ul><li>after your teaching </li></ul><ul><li>that they couldn’t do </li></ul><ul><li>before? </li></ul>
    5. 6. Learning Objectives for This Presentation <ul><li>Mention how assessment must take into account learning styles </li></ul><ul><li>Students will know a lot about writing good learning objectives </li></ul><ul><li>Identify instructor’s favorite clothing color </li></ul>
    6. 7. Writing Good Objectives for Student Learning Outcomes <ul><li>Is this outcome measurable? </li></ul><ul><li>Can it be taught? </li></ul><ul><li>Can a change in the student as a result of learning be identified and/or measured? </li></ul><ul><li>Can the results be used to improve instruction? </li></ul><ul><li>Are you measuring the right outcome? </li></ul>
    7. 8. Learning Styles
    8. 9. How are SLOs measured? (Dugan & Hernon, 2002) <ul><li>Direct Methods </li></ul><ul><ul><li>Qualitative: developmental portfolios, directed conversations </li></ul></ul><ul><ul><li>Quantitative: content analysis, evaluation of these/dissertations, tests </li></ul></ul><ul><li>Indirect Methods </li></ul><ul><ul><li>Qualitative: focus groups, curriculum & syllabus evaluation, external reviewers </li></ul></ul><ul><ul><li>Quantitative: general surveys, satisfaction surveys </li></ul></ul>
    9. 10. Pop Quiz True or False <ul><li>Use the same method of assessment for all student learning outcomes. </li></ul><ul><li>Direct methods of assessment analyze the work that students do. </li></ul><ul><li>Triangulation means studying something from multiple angles using multiple methods to make the analysis stronger. </li></ul>
    10. 11. Cognitive Levels of Performance <ul><li>Clark’s content-performance matrix </li></ul><ul><ul><li>Remember: recall of content </li></ul></ul><ul><ul><li>Use: application of content </li></ul></ul><ul><li>List the steps of limiting a MedLINE search </li></ul><ul><li>Search MedLINE for articles on the adverse effects of smoking and limit to reviews from 2000 and later. </li></ul>
    11. 12. Bloom’s Taxonomy
    12. 13. Clark’s & Bloom’s Compared
    13. 15. In a Nutshell. . . <ul><li>It is important to design learning and assessment activities for multiple cognitive levels. </li></ul><ul><li>It is sometimes difficult to </li></ul><ul><li>decide which cognitive levels a specific assignment falls into. Use common </li></ul><ul><li>sense and vary the activities. </li></ul>
    14. 16. Types of Assessment Activities
    15. 17. Pretests and Posttests <ul><li>Differentiate between what you taught and what they came in knowing </li></ul><ul><li>Use a paired samples t -test to check for significance </li></ul>
    16. 18. One Minute Paper/Muddiest Point
    17. 19. Audience Response Systems <ul><li>High tech </li></ul><ul><li>Immediate response </li></ul><ul><li>Facilitates active listening </li></ul><ul><li>Encourages participation </li></ul>
    18. 20. Some Things to Remember <ul><li>Assessment should be embedded in the learning process </li></ul><ul><li>All instructors who teach the same course need to agree on content and assessment </li></ul><ul><li>Assessment is iterative </li></ul>
    19. 21. Pitfalls to Avoid <ul><li>Using tests with uncertain validity </li></ul><ul><li>Believing information literacy is only the responsibility of the library </li></ul><ul><li>Linking assessment to performance appraisals </li></ul>
    20. 22. The Assessment Librarian
    21. 23. References <ul><li>Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing . New York: Longman. </li></ul><ul><li>Avery, E. F. (Ed. ). (2003). Assessing student learning outcomes for information literacy instruction in academic institutions. Chicago: American Library Association. </li></ul><ul><li>Chizmar, J. F., & Ostrosky, A. L. (1998). The one-minute paper: Some empirical findings. The Journal of Economic Education, 29 (1), 1-8. </li></ul><ul><li>Clark, R., & Harrelson, G. L. (2002). Designing instruction that supports cognitive learning processes. Journal of Athletic Training, 37 (4 Supplement): S-152-S-159. </li></ul>
    22. 24. <ul><li>Dugan, R. E., & Hernon, P. (2002). Outcomes assessment: Not synonymous with inputs and outputs. The Journal of Academic Librarianship, 28, 376-380. </li></ul><ul><li>Ewell, P. (2003, July/August). The learning curve. BizEd, 28-33. </li></ul><ul><li>Forehand, M. (2007, July). Bloom’s Taxonomy. Retrieved August 6, 2007 from ndex.php?title=Bloom%27s_Taxonomy </li></ul><ul><li>Gratch Lindauer, B. (1998). Defining and measuring the library’s impact on campuswide outcomes. College & Research Libraries, 59, 546-570. </li></ul><ul><li>Iannuzzi, P. (1999). We are teaching, but are they learning: Accountability, productivity, and assessment. The Journal of Academic Librarianship, 25, 304-305. </li></ul>
    23. 25. <ul><li>Jenkins, A. (1996, June 27). How to write learning outcomes. Retrieved August 1, 2007 from </li></ul><ul><li>Mann, B. L. (2006). Selected styles in web-based educational research. Hershey, PA: Idea Group, Inc. </li></ul><ul><li>McGinley, L. (2004, October). Working definitions. Retrieved August 1, 2007 from Summer2005Institute/index.htm on 8/1/07 </li></ul><ul><li>University of Central Florida. (n.d.). Assessment for optimal learning: Classroom assessment. Retrieved July 23, 2007 from selectingmethods.html </li></ul><ul><li>Weinstein, D. (2006, January). Outcomes assessment is here to stay, get faculty buy in. Academic Leader, 1-2. </li></ul>
    24. 26. Photo Credits <ul><li> </li></ul><ul><ul><li>Darren Hester (slide 21) </li></ul></ul><ul><ul><li>Kenn Kiser (slides 3 & 14) </li></ul></ul><ul><ul><li>Derek Benjamin Lilly (slide 5) </li></ul></ul>