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Communicating value through student learning assessment - Andrea Falcone & Lyda Ellis

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Presented at LILAC 2016

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Communicating value through student learning assessment - Andrea Falcone & Lyda Ellis

  1. 1. Communicating Value through Student Learning Assessment Andrea Falcone Lyda Ellis Head of Education & Outreach Services Head of Instructional Services Auraria Library James A. Michener Library University of Colorado Denver University of Northern Colorado LILAC 2016
  2. 2. The Assessment Cycle Define Student Learning Outcomes (SLOs) Identify, Develop, & Implement Assessment Activity Collect & Analyze Data Communicate to Stakeholders Use Results for Improvement
  3. 3. Student Learning Outcomes What do I want my students to know or be able to do when they leave my classroom? What skills or knowledge do students need to possess when they leave my classroom?
  4. 4. Guiding Principles for Writing SLOs • Observable & Measurable • Use Action Verbs • Directly Related to the Session in Real Time • Single Statement • Short & Concise
  5. 5. Activity 1: Identifying Effective SLOs 1. Read the sample set of SLOs. 2. Determine which SLO from the set is the most effective. 3. Discuss why it is the most effective.
  6. 6. At the end of the [TYPE OF INSTRUCTION], [AUDIENCE] will be able to [ACTION VERB] [KNOWLEDGE OR SKILL]. At the end of the session, students will be able to differentiate between popular and scholarly sources. SLO Template
  7. 7. SLO Checklist At the end of the session students will be able differentiate between popular and scholarly sources. Observable & Measurable Use Action Verbs Directly Related to the Session in Real Time Single Statement Short & Concise
  8. 8. Define Student Learning Outcomes (SLOs) Identify, Develop, & Implement Assessment Activity Collect & Analyze Data Communicate to Stakeholders Use Results for Improvement
  9. 9. 1. Read each assessment. 2. Determine which you would use to assess the SLO. 3. Discuss which you would use and why. Activity 2: Identifying Effective Assessments
  10. 10. 1. Compare the new assessment to your first choice. 2. Discuss which you would use and why. Activity 3: Identifying Strengths & Weaknesses in Assessments
  11. 11. What problems might you experience if each librarian uses a different method to assess the same student learning outcome?
  12. 12. Measuring Success: What is a Benchmark? The percentage of students who must successfully achieve the SLO to conclude that the SLO has been met.
  13. 13. Types of Benchmarks Standards Benchmark At least 75% of students will be able to differentiate between popular and scholarly sources. Quality Benchmark At least 75% of students will earn an 80% on the one sentence summary. Future or Goal Benchmark By spring 2017 85% will be able to differentiate between popular and scholarly sources.
  14. 14. Define Student Learning Outcomes (SLOs) Identify, Develop, & Implement Assessment Activity Collect & Analyze Data Communicate to Stakeholders Use Results for Improvement
  15. 15. Data Analysis
  16. 16. 1. Look at the examples of assessment data. 2. What meaning do you make from the data? 3. What action would you take in your teaching? Activity 4: Exploring the Data
  17. 17. What problems might you experience if each librarian is uses a different method to assess the same student learning outcome?
  18. 18. Define Student Learning Outcomes (SLOs) Identify, Develop, & Implement Assessment Activity Collect & Analyze Data Communicate to Stakeholders Use Results for Improvement
  19. 19. Communicating with Stakeholders  Who are our Stakeholders?  Why share with Stakeholders?  How and when are data results shared?  What changes need to be made (recommended actions)?
  20. 20. Reporting Strategies  What information is important/meaningful?  Use multiple reporting strategies In person, in writing, or both Text-based, graphical, or both Lengthy or brief and straightforward  Use data and narrative to tell a story  Provide implications and conclusions
  21. 21. Sample Report View the sample assessment report in your session packet.
  22. 22. Sample Report A total of 21 Comp II sessions were taught to approximately 525 students during spring 2013. During these sessions students worked in groups of 2-4, and a total of 291 completed worksheet packets were collected and analyzed. Students exceeded the benchmark of 75% for SLO 3 and SLO 4. More specifically, 98% of students were able to discuss the importance of using a bibliography during the research process (SLO 3), and 95% of students were able to use Prospector (SLO 4). The positive results continue to support a hands-on approach for teaching undergraduate students information literacy skills. As predicted, students can be asked to build on the basic content discussed, master using more difficult research tools, and apply advanced research strategies.
  23. 23. Define Student Learning Outcomes (SLOs) Identify, Develop, & Implement Assessment Activity Collect & Analyze Data Communicate to Stakeholders Use Results for Improvement
  24. 24. What Would You Do? Consider the current context at your institution. Where will assessment data be useful in demonstrating your value?
  25. 25. Andrea Falcone Andrea.falcone@ucdenver.edu Lyda Ellis Lyda.ellis@unco.edu

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