Susan M. Campbell, Ed.D. University of Southern Maine
“ Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice a...
A Little Recap: Assessment Cultivates Internal Motivation Peggy Maki, Assessing for Learning <ul><li>Culture of Curiosity ...
The Assessment Cycle Peggy Maki, Assessing for Learning Interpret   Evidence Gather Evidence Identify Outcomes Implement C...
A LITTLE RECAP: The Council for the Advancement of Standards in Higher Education <ul><li>35 Professional Organizations  </...
CAS Mission <ul><li>Promulgate standards and guidelines for practice and preparation </li></ul><ul><li>Promote assessment ...
Desirable Student Learning and Development Outcomes
A Little Recap: NACADA Concept Statement on Academic Advising <ul><li>Is  essential  to fulfilling the teaching and learni...
It’s All About Learning <ul><li>Understanding what, how and when students learn through academic advising. </li></ul><ul><...
The MAKI Mantra: Curiosity about Learning <ul><li>We ought to be curious about what and how students are learning those th...
Student Learning Outcomes (SLOs) <ul><li>Link the Academic Advising to the Central Mission of the University </li></ul><ul...
SLOs -- the WHY of Academic Advising <ul><li>Why is there an academic advising program at your college or university? </li...
SLOs -- the WHAT of Academic Advising <ul><li>Programmatically – What does the academic advising program need to do to  su...
SLOs Guide How We Define and Enact Our Roles <ul><li>Define Our Roles as Educators and Facilitators of Learning </li></ul>...
SO….Student Learning <ul><li>Is at the HEART of Academic Advising – it is the core of our business! </li></ul><ul><li>What...
Cognitive Elements <ul><li>What do we want students to  KNOW  as a result of participating in academic advising? </li></ul...
Cognitive Domain <ul><li>Knowledge:   who, what, when, where, define, recognize </li></ul><ul><li>Application:   apply, cl...
Moving Forward <ul><li>What do you want your students to  KNOW  as a result of participating in academic advising? </li></...
Skills and Psychomotor Elements <ul><li>What do we want students to  Be Able To Do </li></ul><ul><li>as a result of partic...
Psychomotor Domain <ul><li>Operates </li></ul><ul><li>Demonstrates </li></ul><ul><li>Creates </li></ul><ul><li>Performs </...
Moving Forward <ul><li>What do you want your students to  BE ABLE TO DO   as a result of participating in academic advisin...
Affective Elements <ul><li>What do we want students to  Value and Appreciate </li></ul><ul><li>as a result of participatin...
Affective Domain <ul><li>Worth attached to a particular object, phenomenon, behavior </li></ul><ul><li>Belief in… </li></u...
Moving Forward <ul><li>What do you want your students to  VALUE   as a result of participating in academic advising? </li>...
Moving Forward Collectively <ul><li>What do you want your students to  Know, Do, and Value  as a result of participating i...
What’s Next? <ul><li>Mapping  Across the Student Experience </li></ul><ul><li>Identifying  Opportunities to Learn  (the “H...
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Student Learning Outcomes are KEY to Assessment

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  • Student Learning Outcomes are KEY to Assessment

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

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